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Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.
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TEACHING WELL USING TECHNOLOGY
Keeping Instruction in Instructional Technology
1Friday, February 8, 2008
Agenda for today
Introduction exercise
The Google generation & best practices.
Guiding principles for thinking about using (and not using) technology for a course.
Thinking about time and space.
Examples of using technology and pedagogy.
2Friday, February 8, 2008
Readings Packet
7 Principles for Good Practice
Framework for Selecting & Using Technology
Introduction to Teaching online
Teaching College Courses ONline
Instructional Design Tips for Online learning
Soldiers as Distance Learners
3Friday, February 8, 2008
ExercisePart I:
Think of a class that you are teaching or would like to teach. Think of a learning objective for that class. By the end of the semester, I would like student in my class to be able to ...
4Friday, February 8, 2008
The GoogleGeneration
5Friday, February 8, 2008
Characteristics of the Google Generation
89% use e-mail
64% send instant messages regularly
60% prefer IM over voice communication
93 % have a Facebook and/or MySpace page
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Characteristics of the Google Generation
67% receive news from on-line sources
74 % watch and/or produce videos on-line
56% have a portable mp3 device
52 % read and/or have on-line blogs
7Friday, February 8, 2008
Characteristics of the Google Generation
With Facebook comes:
beneficial narcissism - the profile
YouTube and Blogs leads to the Prosumer
43 % play on-line games
There are 4 gamers for every golfer in America
flexible identities
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Characteristics of the Google Generation
57% search for info on colleges on-line
72% search for information first on-line
100 times more likely to check Wikipedia rather than a book
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Characteristics of the Google Generation
Used to brief, rapid bursts of information
Respond well to/require frequent affirmation
Highly visual, experiential learners
Strong sense of entitlement
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PART 1: BEST PRACTICES
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Chickering & Gamson’s “Seven Principles for Good Practice in Undergraduate Education”
1. Encourages student-faculty contact
2. Fosters cooperation among students
3. Promotes active learning
4. Provides prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse learning styles
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Three guiding principles for effective and efficient use of technology as a pedagogical tool.
It should not duplicate work for the instructor or students.
It must be relevant for achieving course goals.
Using technology will achieve a course goal better or is the only means to achieve a course goal.
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Questions?
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ExercisePart II:
Can you see any bottlenecks for achieving one of your course objectives?
Can you identify potential problems for attaining your course objectives?
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Times and Spaces
Ask yourself when and where learning occurs during your course?
When and where does a student in your course process the information or activities she/he has just learned?
When and where does a student in your course receive assessment and feedback on their learning progress?
When and where do you and the student interact?
16Friday, February 8, 2008
Modes of TeachingIn class time Student alone
timeTeacher alone
time
Traditional lecture mode
Students receive first exposure to new
information / instructions
Processing new information /
activities
Grading / Writing feedback
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M o d e s o f T e a c h i n gIn class time Student alone
timeTeacher alone
time
Traditional lecture mode
Students receive first exposure to new
information / instructions
Processing new information /
activities
Grading / Writing feedback
Interactive mode
Process and feedback
First exposure
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Effective and Efficient
Use class time when students need you, the expert/mentor, most:
When they have questions about the material.
When they need to try out new ideas or practice something and receive feedback.
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Questions?
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TECHNOLOGY & PEDAGOGY
21Friday, February 8, 2008
TECHNOLOGY AND TEACHING
PRESENTATION SOFTWARE
ASYNCHRONOUS COMMUNICATION
SYNCHRONOUS COMMUNICATION
WEB CONTENT
COLLABORATIVE WRITING
WEB BASED COURSE MANAGEMENT
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PRESENTATION SOFTWARE
FACILITATES DISPLAY OF GRAPHICS, TEXTS, SOUND, VIDEO AND OTHER MEDIA
RELATIVELY SIMPLE ENVIRONMENT FOR MULTIMEDIA PRESENTATIONS
EASY TO UPDATE AND CUSTOMIZE
MAY BE MADE AVAILABLE OUTSIDE OF CLASS
23Friday, February 8, 2008
ASYNCHRONOUS COMMUNICATION
E-MAILS
BULLETIN BOARDS
DISCUSSION GROUPS
PODCASTING
FACEBOOK (?)
24Friday, February 8, 2008
SYNCHRONOUS COMMUNICATION
INSTANT MESSENGER, ICHAT, AIM
SKYPE
WEBCAM
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WEB CONTENT
EPIDEMIOLOGY
DNA
STREAMING VIDEO / ITUNES U
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WEB BASED COURSE MANAGEMENT
BLACKBOARD, WEBCT, MOODLE, SAKAI
UCI HAS EEE
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COLLABORATIVE WRITING
WIKIS
BLOG
WEBSPACE (EEE, BOXNET)
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CAVEATS
TECHNOLOGY CAN TAKE A LOT OF TIME TO SET UP
IMPLEMENT IN SMALLER PORTIONS
HAVE A BACK-UP
SPEND THE TIME TELLING THE STUDENTS ABOUT THE TECHNOLOGY
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Questions?
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Homework
Part III: TAKE SOME TIME TO THINK ABOUT WHERE AND WHEN TECHNOLOGY MIGHT BE APPROPRIATE/NECESSARY
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ANOTHER USEFUL RESOURCE
MERLOT (MULTIMEDIA EDUCATION RESOURCE FOR LEARNING & ONLINE TEACHING)
HTTP://WWW.MERLOT.ORG
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Questions?
33Friday, February 8, 2008
TEACHING WELL USING TECHNOLOGY
Keeping Instruction in Instructional Technology
34Friday, February 8, 2008
