Partnering with business faculty for information literacy instruction rev
Faculty/IT Partnering to Transform Learning
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Transcript of Faculty/IT Partnering to Transform Learning
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Faculty/IT Partnering to Transform Learning
George Watson Leila LyonsJanet de Vry
University of Delaware
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Agenda: IT/Faculty Partnership
Interactive Case Study (30 min)What is PBL? (10)UD Institutional Support (15)Faculty Projects (10)Wrap Up (10)
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Case Study, Part 1
Midday at a mid-sized university, midway through the semester, we listen in on a conversation between President Fixitnow and Provost Nolira…
Fixitnow: “We’ve invested millions in technology. So why aren't more professors using it?”
Nolira:(stating proudly)
“They are! Almost 1/3 of our professors are already using WebCT this semester.”
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Fixitnow: “But we’re a tech savvy university. Let’s move it from 1/3 to 2/3.”
Nolira:(with a slightly furrowed brow)
“Sure, we can work on that.”
Case Study, Part 1 (contd.)
Fixitnow: “And I don’t just want more of the same. Make sure that the instruction improves.”
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Nolira:(turning so look of panic is not seen)
“OK, we’ll work on that too…
Case Study, Part 1 (contd.)
Fixitnow: “Good, don’t let me down. I’m working on a report to the Ed Affairs Committee for the Board next month. And I need a plan by then.”
Nolira:(walking away)
“I’ll get right on it.(additional remarks unintelligble)
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Case Study, Part 1 (contd.)
Activity 1: Discuss the questions below in small groups.
1. If this scenario were to happen at your institution, how might the parameters of the conversation differ?
2. How might the Provost assess whether or not technology is being used effectively?
3. How might the Provost encourage faculty to transform the learning process?
4. At your institution, to whom would the Provost likely turn for assistance?
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Case Study, Part 2
Nolira: Upper administrationWhinesabit: President of the faculty senate
Knowsmuch: Instructional technology director, responsible for distance learning
Wizard: Winner of last year’s excellence in teaching award Grants: Typical faculty member
Gladsome: Learning center director
Activity 2: Match the statements in the handout with the following stakeholders.
Are there any stakeholders missing from this list?
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Case Study, Part 3
Activity 1: Please keep the identified stakeholders in mind as you prepare answers to the following questions:
1. What are the important elements of a faculty development program in the use of instructional technology?
2. How can we create a support program that will encourage enthusiastic faculty participation?
3. How will we know if the training program was successful?
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Education Reformand
Problem-Based Learning
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Characteristics Neededin College Graduates
High level of communication skillsAbility to define problems, gather and
evaluate information, develop solutionsTeam skills -- ability to work with othersAbility to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO
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Recommendations from theBoyer Commission Report
Make research-based learning the standard.Build inquiry-based learning throughout the
four years.Link communication skills and course work.Use information technology effectively.Cultivate a sense of community.
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…the individuals learning the most in the teacher-centered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning:
What I know bestI have taught…
Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andexplaining it to others.
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What isProblem-Based Learning?
PBL prepares students to think critically and analytically, and to find and use appropriate learning
resources.
PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.
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“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”
Boud (1985)
What isProblem-Based Learning?
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What are the CommonFeatures of PBL?
Learning is initiated by a problem.Problems are based on complex, real-world
situations.All information needed to solve problem is not
initially given.Students identify, find, and use appropriate
resources.Students work in permanent groups.
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PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and do not know.
Students assign responsibility for questions, discuss resources.
Students reconvene, explore newly learned information, refine questions.
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Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessment(when desired)
The Problem-BasedLearning Cycle
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Institute for Transforming Undergraduate Education
Created in 1997 to promote reform of undergraduate education through faculty development and course redesign.
Initially funded by NSF Institution-Wide Reform of Undergraduate Education
ITUE Fellows receive hands-on experience in employing active learning strategies (PBL) and effective use of technology in their classrooms.
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ITUE – Faculty
• PBL training from practitioners
• Collegial environment
• Ongoing peer support
• Funding and recognitions through grants
• Provide faculty who ask, “How can I make learning more active?”
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Elements Encourage both Pedagogy & Technology Adoption
• Administrative Vision
• Robust Technological Infrastructure
• Partnerships
• Faculty Development/Encouragement
• Institutional Support
• Support Staff
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UD IT/Faculty Partnerships
• Institute for Transforming Undergraduate Education (ITUE)
• General Education Initiative
• Written and Oral Communications Task Force (WOC-TF)
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ITUE Fellow describes use ofWebCT Communication Tools
Faculty member skilled in both PBL and WebCT
Led class through a problem on justice for the terrorists
Used online groups in class to address the problem
Audio clip
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10 Goals
Goal #1 All students will attain effective skills in
•quantitative reasoning• the use of information technology•oral and written communication
Gen Ed Initiatives:Life, Pathways to Discovery, Capstone Experience
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Task Force on Oral and Written Communication Skills
The mission of the Task Force on Writing
• formulate a plan with specific action steps• to ensure that undergraduates at UD obtain and improve • critical communication skills during their courses of study
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The Synergy of Partnerships
Active Learning InstructionalTechnology
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“Faculty friendly”
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Collaborative workspace
• Similarities between PRESENT and PBL classrooms
• Flexible furniture• Flexible equipment
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IT Support
• Half of IT support staff have masters degrees in education
• Wide range of skills—programming, digital media specialist, graphics, Course Management Systems expertise.
• Instructional designer
• Form support teams for faculty projects with Librarians and Center for Teaching Effectiveness staff
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PRESENT programs
• Collaborative winter and summer teaching, learning and technology institutes
• Year long training program• One-on-one consultations and collaborations• Projects to implement faculty teaching/learning
goals• Showcase and publicize faculty projects
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Faculty Encouragement
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Showcase Faculty Work
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Institutional Support: Elements of grant proposal
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Course Redesign Projects
• Biology• Education• Consumer Studies• Plant and Soil Science• Psychology• ITUE – small projects
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ITUE Technology Assistance Grants
• Grants staff and student time to apply active learning to a specific course
• Awarded to ITUE fellows• 2 examples:
– Harry Shipman and E-labs for Physics– John Deiner and Online Newspaper for
Political Science
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Departmental Support
Chemical Engineering
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IT Support Lessons Learned
• To change the curriculum, need to change how faculty perceive teaching and learning
• Infuse the campus culture with a variety of ways for faculty to learn about pedagogy and to reinforce that learning
• Partnerships with faculty can help with faculty readiness
• At UD the ITUE is a major contributor
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Institutional Support
• Examples of additional elements of institutional support?
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Faculty Perspective on Partnership
• Complementary strengths• Ongoing technical support• Ideas into reality
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Partnership Success
Early in the use of WebCT at UD,the adoption rate of WebCT by ITUE
faculty double that of full faculty
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PBL/IT projects
• John Deiner in Political Science• Charlene Hamilton in Nutrition and
Dietetics• Harry Shipman in Physics
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Online Newsletter for Politics of Developing Nations
•Students learn by doing
•Study contemporary economic, political and social issues in Third World
•Take on collaborative roles and produce a newsletter
•Research on the web and publish on the web
demo audio clip
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Nutrition and Dietetics Internship
Simulates a real world interview:
Student makes choices and receives feedback based on those choices
demo
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E-labs in Physics
demo
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Other IT/Faculty collaborations
• PBL Clearinghouse• WebCT discussion group training co-
taught by faculty and IT in PBL format• Pilot of wireless carts for PBL classroom• Joint WebCT/ITUE weeklong institute
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PBL Clearinghouse
An online database of PBL articles and problems.All material is peer-reviewed by PBL practitioners for
content and pedagogy.All problems are supported by learning objectives and
resources, teaching and assessment notes.Holdings are searchable by author, discipline, keywords, or
full text.Fully electronic submission, review, and publication cycle.Controlled access by free user subscription, students
excluded.
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www.udel.edu/pblc
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Other IT/Faculty collaborations
• PBL Clearinghouse• WebCT
discussion group training co-taught by faculty and IT in PBL format
• Pilot of wireless carts for PBL classroom• Joint WebCT/ITUE weeklong institute
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Collaborative workspace
Flexible furniture in PBL classroom
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Why partner to transform learning?
• What do ITUE faculty bring to transforming education?
• What do IT professionals bring?
• What other campus groups are important?
• What elements of the UD experience could you adapt to your own campus?
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Wrap Up