The Virtual University An Instructional Tool for Higher Education Administration Barbara A. Perry...
-
Upload
amie-rogers -
Category
Documents
-
view
214 -
download
1
Transcript of The Virtual University An Instructional Tool for Higher Education Administration Barbara A. Perry...
The Virtual UniversityAn Instructional Tool for Higher
Education Administration
Barbara A. PerryUnion University
Dr. James I. PenrodUniversity of Memphis
Introduction
Colleges and universities are faced with a crisis in leadership
Current leaders ill-prepared Lean resources, escalating
competition, hyper turbulent change Virtual University provides a means to
stem leadership crisis
Session Objectives
Student Learning Stimulates intrinsic motivation to learn Develops deep learning Supports learner-centered teaching
The Simulation A look at VU VU – develops graduate students into viable
leaders who contribute to organizational effectiveness and success
What is Virtual University
Created by William F. Massey Massey saw a “lack of understanding
about the systematic character of a university”
First simulation of an American university
IPEDS, College Board data, High School and Beyond Survey
And, the simulation challenges
The participant who becomes the college or university president to:
Choose college or university type To choose from 10 playable scenarios Contend with day to day issues Work in real time Utilize financial and operational reports Receive a performance appraisal from the
Board of Trustees
Virtual University Includes Six Areas of University Management
Resource allocation and finance Academic operations Faculty roles and responsibilities Enrollment management Sponsored research Physical plant activities
http://virtualupdate.org http://www.virtual-u.org/index.php
Theory Informs Practice
The literature suggests that simulationis an effective instructional tool. Improves motivation to learn Encourages active learning Improves critical thinking skills Improves classroom climate and
teacher flexibility Improves transfer of learning
Constructivism Provides theFoundation
Piaget, Vygotsky, and Dewey Learning involves a search for new
knowledge strongly related to play, discovery, problem solving
Instructor’s challenge Individual knowledge construction Importance of dialogue to learning
Intrinsic Motivation to Learn
Wlodkowski (1999) suggests that for adults thought, feeling, and action are directed toward making meaning while involvement and a search forunderstanding characterize adults’ intrinsic motivation to learn.
Intrinsic Motivation to Learn
Is a balance of “success + volition +value + enjoyment.”
Deep Learning Wisdom cannot be programmed into the
curriculumInstructor’s use of technology: Creates new learning environments Nurtures learning – help students reflect on
meaning and the significance of student’s encounter with new knowledge
Promotes the development of conditionalized knowledge and metacognition through communities of inquiry (Weigel, 2002).
Learner-Centered TeachingTheory Supports Practice
(Weimer, 2002)Principles of Learner-Centered Teaching VU – How the simulation enables
Learner-Centered Teaching
A Change in the Balance of Power Instructor facilitates – Students control process and progress
A Change in the Function of Content VU helps students develop self-directed learning skills and enables individual student assessment and critical reflection as a result of immediate simulation feedback
A Change in the Role of Teacher Instructor’s role is to design the course. In the simulation, instructor is forced to be a facilitator. VU helps students experience discovery and learn through collaboration
A Change in the Responsibility for Learning Individually or collectively, students must make the decisions to move through the simulation in real time
A Change in the Purpose and Process of Evaluation
Students receive immediate evaluation through simulation feedback which allows for critical reflection and learning
Faculty Comments “I think VU’s power is that it
demonstrates the fundamental interconnectedness of decision-making; and yet at the same time depicts the indirect nature of colleges and universities.” (Joanne Burrows, Indiana State University).
Faculty Comments “VU allows students to model how an
entire institution functions – especially if, in their current positions as administrators, they have become stuck in their own trenches. . . For, perhaps, the first time in their careers in higher education, they can clearly see how a decision made in one area impacts another.” (Joshua Powers, Indiana State University).
Student Comments “I felt as if the simulation helped me to
see the type of things that I will encounter if I am ever in a senior administrative position. Also, it opened my eyes to the importance of communication. . . It made me aware of how a small decision could affect so many things in a variety of ways.”
Student Comments “Decisions made as a president
directly and indirectly impact the president’s standing with the Board of Trustees, faculty, staff, and students. A president has to be able to look at every area of the university and determine the priorities based on the board, the faculty, and the students.”
Future Directions
Useful instructional tool across many courses in higher education administration – finance, trends, leadership, professoriate, in a capstone course
Tool to train new department chairs Ideas from you – how to use this
instructional tool in other disciplines?
Conclusion
Virtual University: Provides an extraordinary, realistic
learning experience for graduate students to discover the importance of policy alignment and coordination in decisions making in higher education administration.
Conclusion
Moreover, VU enriches graduate students’ learning experience by stimulating student intrinsic motivation to learn and deep learning enhanced by pedagogical excellence – learner-centered teaching.