Harnessing Technology to Empower Learners September 30, 2002 CUPA-HR National Conference Toronto...
-
Upload
buddy-murphy -
Category
Documents
-
view
214 -
download
0
Transcript of Harnessing Technology to Empower Learners September 30, 2002 CUPA-HR National Conference Toronto...
Harnessing Technology to Empower Learners
September 30, 2002CUPA-HR National Conference
Toronto
Barbara Lema, Wheaton CollegeHuman Resources (Moderator)
Doreen Nicastro, Boston University Medical CampusOffice of Information Technology
Colleen Wheeler, Wheaton CollegeInformation Technology & Services
Josh Wilson, Tufts UniversityInformation Technology Services
About This Session
• Learn about the presenters & how we came to work together
• Compare our three institutions• Explore themes & patterns• Hear three stories about learners • Hear three stories about
programs• Ask questions and discuss
About The Boston Consortium
• Association of 13 higher education institutions in the Boston area– a diverse mix of colleges and universities,
large and small– collaborative environment– sharing best practices and information – cost management
• 13 working groups, including– HR– Organizational Development & Training– IT Training Group (ITTG)
ITTG Milestones
Compare Our Three Institutions
Boston University Medical Campus
• private medical teaching institution• located in the Boston’s South End• 2.53 million square foot campus• comprised of hospitals, labs, and instructional
buildings • opened in 1848 as “N.E. Female College”• includes School of Medicine, Goldman School of
Dental Medicine, Division of Graduate Medical Sciences, School of Public Health.
Wheaton College
Private, 4-year, liberal arts college
Founded in 1834 as a female seminary
Co-educational since 1987Residential,
300-acre campus in southeastern Massachusetts
Tufts University profile
Private Research I university
Founded by the Universalist Church in 1852
Tufts originally sought to “promote virtue and piety and learning”
3 schools on the Medford campus: Arts & Sciences, Engineering,Fletcher School, Nutrition
3 campuses in MA: Medford, Boston, Grafton
One campus in Talloires, France
8 schools at Tufts
On the Medford campus:•1450 faculty & staff•6500 students
Institution Profile
Faculty 1200 700 150
Staff 2000 750 355
Students 1992 6530 1500
Hear Three StoriesAbout Learners
Listen for Themes inOur Learner Stories
• Support learning in my daily work• Connect learning goals &
milestones with evaluation of my performance
• Help me choose opportunities to apply what I learn
• Help me discover what questions to ask so that my learning can continue
One Web-based Learning Solution
• Needed just in time learning
• Needed skill assessments• Needed both depth &
breadth of learning materials
• To meet these needs, the Boston Consortium investigated several providers of WBL services
• After extensive research, we partnered with Element K
BUMC Learner Profile:
Teresa Tsang
Theresa’s Goals• Learn in the context of a long-range plan for
professional growth • Acquire skills to solve work-related problems • Use and interact with online reference tools and
resources to resolve immediate problems
About Teresa• DB Analyst/Administrator I, Office of Information Technology• Responsible for DB administration and webapplication development• Completed BS in Business Administration in 2002
BUMC Learner Profile:
Teresa Tsang
How Theresa’s Getting There• Uses Books 24x7 online reference for
immediate access• Enrolls in courses to acquire new skills for
current projects• Immediate access to reference material for
specific programming skills• Relevant courses address goals for skill
enhancement & professional development
Observations• Highly motivated, self starter• Self directed learner with specific learning
goals• Harnessed web-based learning to meet
professional development goals
About Janet • Department:Physical Plant; C.P.O.• 4 years at Wheaton• Worked in dorms & athletic facility• “People person” • Courageous, fearful, excited, determined
Where Janet Wants to Go• Wants to develop skills not obvious to her current job
category • Move into higher education administration• Improve her ability to gather info & find solutions • Update her skills to improve future opportunities
Wheaton Learner Profile:
Janet Sebetes
Wheaton Learner Profile: How Janet’s GettingThereHow Janet’s Getting There•Manager support
•Clear focus on her goals & req’d skills
•Motivated and finds time
Observations•This local cheerleader spreads training news
Her message to managers and to you: •Meet me halfway.
•Give me time to develop.
•Remember that every person makes a difference; every person is an educator.
Tufts Learner Profile:
Jeanne BeckAbout Jeanne• Staff Assistant,
Economics Dept.• 17-year
Tufts employee• Administrative
support & information resource
• Started using WBL in 2000
Jeanne’s Goals• Acquire skills for tomorrow to address a challenge
identified today• Learn every day & every year• Apply tools in innovative ways
Tufts Learner Profile:
Jeanne BeckHow Jeanne learns• Uses a skill development plan with her
manager• Learns at home to minimize interruptions• Focuses her learning around specific projects• Repeats modules to reinforce new skills
Evaluation & Observations• Uses WBL to work toward professional
certification• WBL allows her to become progressively more
effective in her work• Starting with a problem, she creates valuable
solutions
Hear Three Stories About Programs
Update Computer Skills
The Situation• Purchasing department needed to remove
obsolete terminals and replace with Windows based PCs
• Department staff had limited computer skills & time to learn new skills
• Repeated and redundant calls to IT help desk
Goals• Create positive atmosphere for change• Create independent motivated learners • Increase computer and application skills• Decrease calls to IT help desk
Update Computer Skills
How• Support time to learn • Give specific deadline for course completion• Map skill competencies to WBL modules• Tie deployment & upgrade of PC to course completion
Evaluation & Observations• Staff received computers, acquired baseline skills in
windows and email– Self directed learners demonstrated a higher degree of
success with WBL• Help desk reported a decrease in calls from staff in
the purchasing department
Growing a Learning Community
Where Wheaton Was• spotty participation in available learning• myriad but fragmented options• limited senior management participation
Where We Want to Go• approach development holistically • instill sense of shared responsibility• get people talking & sharing best practice• improve & expand learning opportunities• develop reasonable benchmarks • build awareness & simplify navigation
Growing a Learning Community
How We Are Getting There • HR/IT collaboration• partnering with departments to ID needs• link to college-wide quality initiatives• connect existing “pockets of practice”• leverage good ideas (Seedlings contest)• communicate unified message
Our Community Learning Garden• Many contributing as teachers and learners• Help learners become aware of & navigate learning options• Learning Paths program & other resources• Our Seedlings Winner: “I need to allocate time to practice what I
have learned.”
Why Blended Learning?
The Situation• Existing instructor-led learning program for faculty &
staff• Increasing requests for learning opportunities,
especially on design & media skills• Growing web-based learning program for faculty &
staff
Goals• Enrich instructor-led learning courses• Focus in-class instructional time on highly relevant &
useful skills• Create a unified learning program• Blend the strengths of ILL and the strengths of WBL
Making Blended Learning Work
How• Blended WBL with new
courses and selected existing courses
• Asked learners to complete 2-3 selected WBL modules before the course
Evaluation & Observations• Offers self-paced learning of
fundamental skills, with reinforcement & review at the start of the course
• Allows peer learning and rapport-building at the start of a course session
• Replaces dry fundamental skills instruction with high-energy discussion of fundamental techniques
• Models the process of in-stream learning
Themes fromOur Learning Stories
• Support learning in my daily work• Connect learning goals & milestones
with evaluation of my performance• Help me choose opportunities to apply
what I learn• Help me discover what questions to
ask so that my learning can continue
The Power of Partnership
• Learner with learner• Learner with manager• Learner with organization• Manager with organization• Organization with organization• Higher education with learning
providers
• Harness technology and partnerships to:– Promote the power & potential of people– Increase performance
Finally….
• Thank you• Evaluations
Ask Questions & Discuss