a systemic approach to online learning and faculty development in suny –

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

A Systemic Approach to Online Learning and Faculty Development in SUNY –

Peter SheaDirector: SUNY Learning NetworkSUNY Teaching, Learning, and Technology ProgramOffice of the ProvostState University of New Yorkhttp://SLN.SUNY.EDU

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

TopicsHow do people learn?What conditions lead to learning?How do people learn online?What conditions lead to online learning?A model for assessing and guiding progress in these areasWhere does MERLOT fit in?

Context - why we are interested in these topics…

Overview

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

What makes a good, higher education, online-learning

environment?

How does technology mediation change teaching and learning?

Who cares? Why are we interested in this question?

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Introduction State University of New York

The largest unified public university in the nation 400,000+ students 20,000 + faculty 64 Campuses

4 University Centers 5 Specialized Colleges 2 Health Science Centers 13 Arts & Sciences Colleges 5 Colleges of Technology 30 Community Colleges

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Rapid growth in online learning environments across SUNY

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Growth in Course Management Systems in SUNY

Estimated Campus CMS Use in SUNY:

Angel 3

Blackboard 20+

CourseSpace 8

SLN 57

TopClass 6

WebCT 20+

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Growth in the SUNY Learning Network:

The online learning forum of the State University of New

York

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

BackgroundGrowth in campus participation

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State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

BackgroundGrowth in complete online courses offered

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State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

BackgroundGrowth in enrollments

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State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

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CertificatesAssociateBaccalaureateGraduate Degree

Growth in complete online degree programs

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

2001 Educause Award2001 Sloan-C Award for Excellence in ALN Faculty Development

2002 Sloan-C Award for Excellence in Institution-wide ALN Programming

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

A task for youWith a partner, answer the following questions -

How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Community

Assessment Centered

A Developing Conceptual Framework for Online Learning

Knowledge Centered

Learner Centered

Bransford, et al (2002) “How People Learn”

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer. Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners. Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills. Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise.

“How People Learn” Framework(Bransford et al, 2002)

People learn best in environments that are:

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Another task for youHow do people learn best online?

What conditions are necessary for learning to occur online.

(especially in higher education)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

What makes a good, higher education, online-learning

environment?To answer this you need to know:

1) What makes a good learning environment “offline”?

2) What are important, specific, best practices for adult learners in higher education?

3) What are important specific, best practices for adult online learners in higher education?

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

What makes a good, higher education, online-learning

environment?To answer this you need to know:

1) What makes a good learning environment generally?

Again the Brandsford et. al model is a good start...

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Community

Assessment Centered

A Developing Conceptual Framework for Online Learning

Knowledge Centered

Learner Centered

Bransford, et al (2002) “How People Learn”

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

What makes a good, higher education, online-learning

environment?To answer this you need to know:

2) What are important, specific, best practices for adult learners in higher education?

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Contact Between Students and Faculty

Reciprocity and Cooperation Among Students

Active Learning Techniques

Communication of High Expectations

Respect for Diverse Talents and Ways of Learning

Prompt Feedback

Time on Task

The 7 principles of good practice in undergraduate education encourage:

"Certain institutional practices are known to lead to high levels of student engagement. Perhaps the best known set of engagement indicators is the "Seven Principles of Good Practice in Undergraduate Education."

(Kuh, 2001 – National Survey of Student Engagement) Chickering and

Gamson, (1987)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Community

Assessment Centered

Active Learning Techniques

Prompt Feedback

Contact Between Students and Faculty

Student Reciprocity and Cooperation

Time on Task

The 7 principles of good practice encourage:

Communication of High Expectations

Respect for Diverse Talents and Ways of Learning

A Developing Conceptual Framework for Online Learning

Chickering and Gamson, (1987)

Bransford, et al (2002) “How People Learn”

Learner Centered

Knowledge Centered

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

What makes a good, higher education, online-learning

environment?To answer this you need to know:

3) What are important specific, best practices for adult online learners in higher education?

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence

Setting Climate

Supporting Discourse

A Developing Conceptual Framework for Online Learning

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Teaching Presence

A Developing Conceptual Framework for Online Learning

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Teaching Presence1.Instructional Design and Organization2.Facilitating Discourse3.Direct Instruction

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Instructional Design and Organization Setting the Curriculum Designing Methods Establishing Time Parameter Utilizing the Medium Effectively Establishing Netiquette

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Facilitating Discourse Identifying areas of agreement and disagreement Seeking to reach consensus/understanding Encouraging, acknowledging, and reinforcing student contributions Setting climate for learning Drawing in participants, prompting discussion Assessing the efficacy of the process

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Direct Instruction Presenting content and questions Focusing the discussion Summarizing the discussion Confirming understanding Diagnosing misperceptions Injecting knowledge from diverse sources Responding to technical concerns

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence

Setting Climate

Supporting Discourse

A Developing Conceptual Framework for Online Learning

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Social PresenceThe ability of participants in an online course to project their personal characteristics into the community to present themselves as “real people."

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Three Forms of Social Presence

• Affective - The expression of emotion, feelings, and mood

• Interactive - evidence that the other is attending

• Cohesive - activities that build and sustain a sense of group commitment

http://cade.athabascau.ca/vol14.2/rourke_et_al.html

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence

Setting Climate

Supporting Discourse

A Developing Conceptual Framework for Online Learning

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Cognitive Presence

“The extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry”

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence

Setting Climate

Supporting Discourse

A Developing Conceptual Framework for Online Learning

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

CommunityWhat is community?

What does it mean to have a sense of community?

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Community1) Spirit – “recognition of membership”

2) Trust – “willingness to rely on others”

3) Interaction – “toward the completion of assigned tasks” or “toward relationships among learners”

4) Learning “educational needs are satisfied through participation” (Rovai, 2002)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence(Assessment Centered)

Setting Climate

Supporting Discourse

Prompt Feedback

Contact Between Students and Faculty

Reciprocity and Cooperation

The 7 principles of good practice encourage:

A Conceptual Framework for High Quality, Higher- Education, Online Learning

Chickering and Gamson, (1987)

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence(Knowledge Centered) Time on Task

Active Learning Techniques

Communication of High Expectations

Respect for Diverse Talents and Ways of Learning

Bransford, et al (2002) “How People Learn”

(Learner Centered)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Online Learning Community

Social Presence

Teaching Presence(Assessment Centered)

Setting Climate

Supporting Discourse

Prompt Feedback

Contact Between Students and Faculty

Reciprocity and Cooperation

The 7 principles of good practice encourage:

A Conceptual Framework for High Quality, Higher- Education, Online Learning

Chickering and Gamson, (1987)

Critical Inquiry in a Text-Based Environment

Garrison, Anderson, and Archer (2002)

Selecting Content

Cognitive Presence(Knowledge Centered) Time on Task

Active Learning Techniques

Communication of High Expectations

Respect for Diverse Talents and Ways of Learning

Bransford, et al (2002) “How People Learn”

(Learner Centered)

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Where does MERLOT Fit?Depends on how MERLOT is defined:

• as a project/community• by the media contained in the

repository

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

As a project/communityThe MERLOT Project represents a large (9000+) “community” of members with a systemic approach

MERLOT itself is large “hybrid” learning community or community of practice addressing issues of common concern to participants.

SUNY supports eight members of MERLOT Editorial Board in this community

SUNY offers a complete online MERLOT training course to faculty development professionals

SUNY also supports dissemination via MERLOT-sponsored and local workshops for faculty development professionals

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

As a repositoryObjects in MERLOT are also knowledge centered -

They can help students to understand concepts more deeply and meaningfully

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

As a repositoryObjects in MERLOT allow for alternate forms of representation

•simulations•animations•sound•images

MERLOT is a systematic approach to Learner Centered Tool creation/dissemination– helps students learn in ways that align with their strengths – support for multiple intelligence, diverse learning styles

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

MERLOT in SLNMERLOT is integrated into SUNY Learning Network faculty development efforts –

Ongoing online training and support

F2F Training100 days a year 8 locations in NYS

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

Symbol systemsMERLOT is integrated into SUNY Learning Network faculty development efforts – 100 days a year at 8 locations in NYS

State University of New York The SUNY Learning Network

SLOAN ALN Summer Workshop – Lake George NY, September 2002

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

SLN: Future Directions• Continue to build and refine the model• Continue to participate in MERLOT• Go beyond SLN with MERLOT in SUNY - investigate

opportunities to engage more faculty use

State University of New York An Emerging Model for Online Learning

MERLOT International Conference – August - 2003

?Any questions

?Any questions