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September 30, 2015
Warner School of Education and
Learning in the Digital Age
IntroductionIntroduction
Digital spaces (Internet, social media, etc.) have brought about transformative changes in: What information we can access and how How we can communicate with each other Opportunities to learn online How new knowledge can be constructed and disseminated
What are the implications for education? What theoretical lenses can bring value?
Digital spaces (Internet, social media, etc.) have brought about transformative changes in: What information we can access and how How we can communicate with each other Opportunities to learn online How new knowledge can be constructed and disseminated
What are the implications for education? What theoretical lenses can bring value?
Warner 2013 Strategic PlanWarner 2013 Strategic Plan
Online Initiative: Launch online courses at Warner Develop Warner programs to prepare online instructors Develop capacity to support other organizations launching online
initiatives Research on online teaching & learning Promoting and leveraging open access
Expanded to “Learning in the Digital Age”
Online Initiative: Launch online courses at Warner Develop Warner programs to prepare online instructors Develop capacity to support other organizations launching online
initiatives Research on online teaching & learning Promoting and leveraging open access
Expanded to “Learning in the Digital Age”
“Learning in the Digital Age” Series “Learning in the Digital Age” Series
Goals: Develop shared understandings of interrelated components Become aware of current projects and their potential synergies Examine complementary theoretical lenses Foster dialogue and collaborations
Meeting every other Wednesday 10:30 am - noon:
Follow-up discussion on previous topic Presentation and first discussion on new topic – including a
project + theoretical lens (with pre-reading) Follow-up readings and online discussion
Goals: Develop shared understandings of interrelated components Become aware of current projects and their potential synergies Examine complementary theoretical lenses Foster dialogue and collaborations
Meeting every other Wednesday 10:30 am - noon:
Follow-up discussion on previous topic Presentation and first discussion on new topic – including a
project + theoretical lens (with pre-reading) Follow-up readings and online discussion
Learning in the Digital Age – Key TopicsLearning in the Digital Age – Key Topics
Learning in Online Spaces (Jayne) Teaching in Online Spaces (Raffaella) The Online Education Landscape (Eric) Digital Conversion in K-12 Schools (Dave) Knowledge Production and Product Creation in a Digital
Age (Jayne) Doing research in and about Online Spaces (Jayne)
Learning in Online Spaces (Jayne) Teaching in Online Spaces (Raffaella) The Online Education Landscape (Eric) Digital Conversion in K-12 Schools (Dave) Knowledge Production and Product Creation in a Digital
Age (Jayne) Doing research in and about Online Spaces (Jayne)
Learning in Digital SpacesLearning in Digital Spaces
Possible subtopics that could be addressed: Learning in Informal Virtual Spaces
Video gaming, Social Networking Sites Forums, User-generated spaces
Learning in Formal Virtual Spaces
Possible “projects” to report on: Jayne’s research on adolescents’ fanfiction Jarvis’ (UR – History) Virtual St. Georges
Possible theoretical lenses:
Participatory Culture; Affinity spaces Communities of Practice, Interest, Pro-Ams Learning theories
Possible subtopics that could be addressed: Learning in Informal Virtual Spaces
Video gaming, Social Networking Sites Forums, User-generated spaces
Learning in Formal Virtual Spaces
Possible “projects” to report on: Jayne’s research on adolescents’ fanfiction Jarvis’ (UR – History) Virtual St. Georges
Possible theoretical lenses:
Participatory Culture; Affinity spaces Communities of Practice, Interest, Pro-Ams Learning theories
Teaching in Online SpacesTeaching in Online Spaces
Possible subtopics that could be addressed: Online teaching practices Instructional design for online courses Preparing quality online teachers
Possible “projects” to report on:
Warner sequence to prepare online instructors
Possible theoretical lenses: Community of Inquiry High leverage teaching practices Instructional design theories Identity development theories
Possible subtopics that could be addressed: Online teaching practices Instructional design for online courses Preparing quality online teachers
Possible “projects” to report on:
Warner sequence to prepare online instructors
Possible theoretical lenses: Community of Inquiry High leverage teaching practices Instructional design theories Identity development theories
The Online Education LandscapeThe Online Education Landscape Possible subtopics that could be addressed:
History/development of online education MOOCs Future of HE in the Digital Age Open Educational Resources Online Education in Health Sciences
Possible “projects” to report on: MOOCs development at UR “Online start-up” at Warner Online learning at School of Nursing
Possible theoretical lenses: Theories about higher education organizations – Organized Anarchy,
Loosely Coupled Systems, Professional Bureaucracy Theories about innovation: Entrepreneurship
Possible subtopics that could be addressed: History/development of online education MOOCs Future of HE in the Digital Age Open Educational Resources Online Education in Health Sciences
Possible “projects” to report on: MOOCs development at UR “Online start-up” at Warner Online learning at School of Nursing
Possible theoretical lenses: Theories about higher education organizations – Organized Anarchy,
Loosely Coupled Systems, Professional Bureaucracy Theories about innovation: Entrepreneurship
Knowledge Production & Product Creation in a Digital Age
Knowledge Production & Product Creation in a Digital Age
Possible subtopics that could be addressed: Co-authoring in virtual spaces Game Design; Games for Learning Maker Spaces
Possible “projects” to report on:
Horizons iPad project RIT’s MAGIC Center
Possible theoretical lenses:
Connected Learning, Design; Gee’s Learning Principles; Produsage
Possible subtopics that could be addressed: Co-authoring in virtual spaces Game Design; Games for Learning Maker Spaces
Possible “projects” to report on:
Horizons iPad project RIT’s MAGIC Center
Possible theoretical lenses:
Connected Learning, Design; Gee’s Learning Principles; Produsage
Doing Research in and about Online Spaces
Doing Research in and about Online Spaces
Possible subtopics that could be addressed: Adapting and/or Innovating Methods Ethics Considerations Study Design Concerns
Possible “projects” to report on : Jayne and colleagues’ online research Doctoral student projects
Possible theoretical lenses:
Discourse; Ethnographic; Internet as culture/tool; Learning Pathways; Spatial lenses
Possible subtopics that could be addressed: Adapting and/or Innovating Methods Ethics Considerations Study Design Concerns
Possible “projects” to report on : Jayne and colleagues’ online research Doctoral student projects
Possible theoretical lenses:
Discourse; Ethnographic; Internet as culture/tool; Learning Pathways; Spatial lenses
Digital Conversion in K-12 SchoolsDigital Conversion in K-12 Schools Possible subtopics that could be addressed:
Current state of “Digital Conversion” in K-12 Leveraging online spaces for professional learning
Possible “projects” to report on :
Digital conversion at East Irondequoit Proposed digital conversion at East Center pilots in online professional learning
Possible theoretical lenses:
Identity theory; Social learning theories / constructivism, motivation Adult and Professional learning theories Change theory (organizational development, managed learning, and
others); Entrepreneurship
Possible subtopics that could be addressed: Current state of “Digital Conversion” in K-12 Leveraging online spaces for professional learning
Possible “projects” to report on :
Digital conversion at East Irondequoit Proposed digital conversion at East Center pilots in online professional learning
Possible theoretical lenses:
Identity theory; Social learning theories / constructivism, motivation Adult and Professional learning theories Change theory (organizational development, managed learning, and
others); Entrepreneurship
Our research
• NSBA Education Technology Site Visits
• Project Red consortiumhttp://www.projectred.org
• Mooresville Graded School District where we discovered Digital Conversion in action!
• 997 schools, representative of the U.S. – 49 states and the District of Columbia
• 11 diverse education success measures• 22 categories of independent variables• Comparison of findings by student-
computer ratios (1:1, 2:1, 3:1, etc.)• Comprehensive demographic data
correlated to survey results
* Source: http://www.projectred.org
Discovered compelling research by Project Red consortium (http://www.projectred.org/)
www.eastiron.org/ipad
• Provide every student access to digital tools and resources
• Transform classroom instruction from paper-based and lecture-driven to one where instruction is technology-enhanced, teacher-facilitated and student-centered
• Create learning environment where information and resources are available 24/7 at student fingertips, and where learning is more collaborative, inquiry-driven and personalized
• Use collaborative digital resources to engage teachers, students, and parents (Learning Management System)
• Graduate digitally literate students with 21st century skills
Digital Conversion in East Irondequoit
Student Digital Conversion MetricNovice Apprentice Master Wizard
Learning Management System (Schoology)
Students do not utilize Learning Management System for instructional activities or
communication
Students minimally utilize Learning Management System for instructional activities or
communication
Students routinely utilize Learning Management System for instructional activities or
communication
Students integrate the LMS throughout their day for
instructional activitites and communication
Web links, clips, subscription or free apps, etc.
Students do not utilize digital resources; rely solely on textbooks and handouts
Students minimally use digital resources incorporated into
instruction
Students incorporate a digital resource into their work on a
routine basis
Students incorporate a variety of digital resources into their
work on a daily basis
Resource efficiencyStudent activities in the
classroom are clearly paper-based
Students use some electronic content, but largely still rely on
books and paper
Students routinely use electronic documents and
resources
All students resources are accessible electronically
Use of digital toolsStudents are unaware that
digital tools are available to use in the classroom
Students are aware that digital tools exist in the classroom but
use them infrequently
Students routinely integrate digital tools in the classroom
Students integrate a variety of digital tools in the classroom
throughout the day
• 500,000 vetted apps (now over 1.2 million)
• Many free educational apps available (great way to identify likes and dislikes before buying)
• Incredibly easy to use interface
• Fairly robust iOS mobile device management (MDM) tools available (we chose Casper)
Which mobile device for us? iPad
• January 2013Pilot with school libraries and admins (78 iPads).
• September 2013Deployed 296 iPads to students and faculty at start of 1st
semester.
• February 2014Additional 582 iPads to students and faculty at start of 2nd
semester.
• September 2014 Additional 942 iPads to students and faculty at start of
school year.
• September 2015 3274 iPads – all students and faculty.
Here we go …
• All teachers have basic 15 hours intro training
• 70 days of “push in” quality professional development for 24 teachers will begin in December (will repeat this next year for 24 more)
• We will repeat this next year for 24 more teachers
• We are planning our first annual multi-day digital conversion Summer Institute for our faculty this coming June
Professional development
Proposed Format for Wednesday LiDA Sessions – 10:30am-noon
Proposed Format for Wednesday LiDA Sessions – 10:30am-noon
Pre-reading (only a few pages) Part I (25-30 min): Follow up discussion on previous
session and related follow-up readings Part II (60 min): New session:
Introduction of the topic/theme + a specific theoretical lens is relevant
Presentation of a concrete initiative/project in this area + Q&A Brief sharing of other related/relevant initiatives participants are
engaged in Open discussion on the larger topic/theme Introduction of follow-up readings on the topic and/or theoretical
lens
Pre-reading (only a few pages) Part I (25-30 min): Follow up discussion on previous
session and related follow-up readings Part II (60 min): New session:
Introduction of the topic/theme + a specific theoretical lens is relevant
Presentation of a concrete initiative/project in this area + Q&A Brief sharing of other related/relevant initiatives participants are
engaged in Open discussion on the larger topic/theme Introduction of follow-up readings on the topic and/or theoretical
lens
Questions?
To express interest in a topic, please email [email protected]
Questions?
To express interest in a topic, please email [email protected]
