What Do Faculty Need So They Can Weave Web 2.0 and 3.0 Technologies and 21st Century Skills into All Varieties of Teaching?

SUNY CIT 2014

Eileen O’Connor, Ph.D.

Empire State College eileen.oconnor@esc.edu

What can you do? And, what do you need to do it?

A conceptual framework to surround 21st century thinking – moving beyond past limitations

A conceptual framework to surround 21st century thinking

21st century – content & learner perspective

Technology & learning objects

Scaffolding for process & technique

Dynamic design & assessment

A KEY and often

overlooked area

What are 21st century skills? Many definitions

http://www.p21.org/our-work/p21-framework

Innovation

Tech & media

Social / adaptable

“Value” and integrate the learners

Prior learning

Other backgrounds / experience

Networking students

Tech abilities

The “thing” itself

Communications

Applications

Abstractions

Content – the Big Picture - where does the focus lie in your courses?

CONTENT

Create classes that are authentic, interactive & communicative environments

Learning Community

Design for rich interactions

Use feedback loops across time and technologies

Create useful synchronous

communications

Create ownership; engage w/

practitioners

Facilitate & frame with technology-mediation & learning object creation

Interactions & communication

s

Visual / audio / video

Independence, authorship and

review

Simulations /

virtual

Key ways that technologies are expanding beyond just text – in content

Audio• Experts presenting• Tape & share later

Visual • Static / Video• Multiple intelligences

Schematics• Models• Abstractions

Mind Mapping• Planning & communicating • Assessment

Key ways that technologies are expanding beyond just text – in organization & community

Asynchronous• D-boards / voice thread• Efficient – time independent

Synchronous • F2F / Webinar / Virtual reality• Community & sharing

Chronological• Course embedded • Emails / blog

Linked / interactive• Student lounges• Facebook for class

Dynamic design – adapting the course to the actual learners

Value & orchestrate

communications / modify as needed

Use & extend assessment strategies•Classic •Templates

Create caring about / valuing

of content

SCAFFOLDING – ensuring quality

Check assumptions & directions

•Don’t have students guessing •Short instructions aren’t always clear

Development & improvement

•Word processing / mind mapping•Ongoing improvement cycle

Support w/ in course •Email / blogs – weekly updates on expectations

Test signon, views, permissions

•Do students see what you do?

Test across course & policy scenarios

•Must interactions transpire across courses?

Faculty support needed

“Protecting” the innovators – against negativity from colleagues / against being warn-out as their own tech support / against having their projects unfunded or not-supported

Creating academic incentives / awards / growth-plan incorporating technologies – really examine the conserving culture that squashes innovation

Embrace the digital natives who are becoming teachers

Where are you today . . . and, what is your vision?

Using emerging tech (web 2 & 3)

A good thing . . . DON’T limit yourself to old

approaches

21st century thinking & skills;

Become global, mobile, connected

The challenge Tech support? – what is beyond the CMS / LMS

Being open / enlisting students

New conceptions about content

OK, so how do faculty grow?

Shared research and publications with

students

Tech to transcend former limits

Additional considerations & examplesAs time permits

Considerations for peer interactions

All communications / interactions do not have to be academic – d-board for sharing/ building communities

Peer reviews / require a critical comment Consider how you come in without experience / send

weekly emails with overview and reminders (but watch for those who will use this only)

Leave sections open ended – build around the participants

Consideration for faculty growth

Have tech support serve as liaisons across faculty differences and divisions

Take a transformative course with (or co-teach) an innovative faculty member / listen for student buzz

Embrace the digital natives among the new faculty – find ways to integrate their approaches / don’t leave it to digital immigrants to justify their approaches

Use connecting platforms / stretch beyond the LMS’s Engage the students in the learning process – reconsider what

constitutes academic scholarship in the digital era / find ways to embrace knowledge that can be displayed in more than just text-based ways

Considerations for expanding course breadth

Encouraging partnership – work with admin and not just the tech perspective / good inroads being made here

Have “other courses” themselves analyze the work within a course – for instance, have a marketing look at a design course (build trust first)

Using badging by students as a way to extend support Encourage co-teaching with a savvy and a non savvy

faculty member Encourage co-teaching with other schools or other

business / institutions Create more modular approaches to online teaching /

swap in modules

Examples of collaboration, innovation, and increased community-building & learning – a theory imbued tech-in-learning course with an application too

Application of web 2 (Facebook, YouTube, ie)

Peer review • Extended, lateral

learningBadges given

Results published on the learning / create a cycle of exploration and publication

Have this course support other faculty efforts

Examples of integrated activities

http://www.slideshare.net/eoconnor/stem-exploratory-realvirtual-environment-serve

Collaboration in the process – sharing in online & virtual environments - http://www.slideshare.net/eoconnor/fostering-collaboration-ownership-in-online-courses

Summary on the collaboration - http://www.slideshare.net/eoconnor/complex-collaborations-online-virtual