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Ubiquitous Distributed Learning and Global Citizenship Michael Sperling, Associate Provost for...
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Transcript of Ubiquitous Distributed Learning and Global Citizenship Michael Sperling, Associate Provost for...
Ubiquitous Distributed Learning and Global
Citizenship
Michael Sperling, Associate Provost forInterdisciplinary, Distributed and Global Learning
Fairleigh Dickinson University
Copyright Michael Sperling, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational
purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To
disseminate otherwise or to republish requires written permission from the author.
Promoting Systemic Progress in Teaching and Learning
Transforming a mission statement into a sense of
mission
FDU Mission Statement
“Fairleigh Dickinson University is a center of academic excellence dedicated to the preparation of world citizens through global education. We strive to provide students with the multi-disciplinary, intercultural and ethical understandings necessary to participate, lead, and prosper in the global marketplace of ideas, commerce and culture.”
Systemic change requires massive shifts in:
Institutional budget allocationsFaculty work patternsSupport resourcesAcademic culture
Key Transformation Benefits
Widespread faculty developmentEnhanced student learning outcomesInstitutional differentiationEnhanced ROI and external funding
Key Transformation Challenges
Transformation is usually an after-the-fact descriptorWillingness to utter the term on-campus?Most faculty don’t want to be transformedDynamic balance between administrative efficiency vs. widespread shaping and ownership
Navigating Faculty Resistance
ConceptualPerceived lack of inputReflexive rejectionInstitutional frustrationRate of change rather than process
Global citizenship (competency) is a complex issue:
What does it mean?How is it achieved?Is it a process or an outcome?How do we prepare students for an unknown future characterized by diversity, nearly universal digital information access, global interrelationships, and rapid change?
Common view of distance (or distributed) learning:
Useful teaching toolImportant communication and research toolVehicle to reach new student audiencesMedium of convenience
Different view of distance (or distributed) learning:
(Value-added) learning toolGlobal information resourcesUnique collaboration toolVehicle to bring not only information, but global faculty resources to campusOn-line learning in its infancyImagine the unimaginable
Using Distributed Learning Meaningfully
Distance Learning InitiativeFoundation
Fundamental LearningTool
Global VirtualFaculty
Undergraduate distance learning course requirement:
FDU demographicsOne on-line course per 32 credits of studyThe Global ChallengeCollege-based DL2Disciplinary DL3-4Systematic assessment
Distance Learning Courses
2002-03 Webcampus Courses
Global Challenge Sections = 73
DL2 Sections = 57
Other Bb Courses = 260
On-line degree programs = 1
Distance Learning Courses
2003-04 Projected Webcampus Courses
Global Challenge Sections = 80
DL2 Sections = 60
Other Bb Courses = 300
DL3 Sections = 40
On-Line degree programs = 3
Demonstration:
The Global Challenge (interdisciplinary core)The Life of the Mind (multidisciplinary philosophy)Introduction to Macroeconomics (sophomore economics requirement)
Global Virtual Faculty ProgramTM
Scholars and practitioners35 at present from 18 countries Partnership modelLevels of participationCompensation
Background information on GVF and other programs:
www.globaleducation.eduemail: [email protected]
Critical Questions:
Wrong Question -- Is distance learning better or worse than in-class learning?Right Question – Which pedagogies will produce the best student learning outcomes in a given medium or environment?
We are in the business of teaching our students how to be prepared for a lifetime of effective continued learning and accessing global information resources. By requiring distance learning, we strengthen this preparation.
Assessment in progress:
Wide range of opinions/experiencesGeneral improvement fall 2001 to spring 2002Critical issues: freshmen, core course, new skills, independent functioningFuller plan in development
Global Challenge (Core A) Assessment Dimensions
Global education objectivesActive/self-directed learning objectivesOn-line communication objectivesGroup learning objectivesCritical thinking/writing objectivesInformation literacy objectives
Broader Higher Ed Implications
Reevaluate pedagogical techniqueAdopt a learning outcomes paradigmPromote responsibility-taking by studentsDevelop global citizens
We’re Getting There…We’ve Unleashed a Monster!