Educational Studies Goals To improve the technology literacy of future educators by modeling exemplary use of learning technologies in their teacher preparation program Improve program completion and graduation rates of future teachers from community college to 4-year college “(Solve)…the issue of poor student success [as evidenced] in teacher education completion rates and inadequate technology integration by faculty, and inadequate student technology literacy, emerged as one of the top priorities.” Grant Proposal An instructional design team has worked in partnership with Faculty Content Experts to redesign courses to include interactive mobile content, and technology and media rich

Challenges addresses by faculty development and instructional design Over-reliance on traditional teaching methods and lack of faculty collaboration with technology to solve instructional problems which do not meet students’ learning style needs. Lack of an instructional technology training resources for faculty to improve their teaching and therefore student learning. Student technology literacy and integration for learning is low, including a lack of student teacher e-portfolio system. Hispanics and other underrepresented groups on a teaching track are disproportionately failing to achieve transfer readiness and graduating with a degree/credential.

Educational Studies Faculty Development & Instructional Design Ongoing, sustained support of consistent learning technology skills is offered to all Educational Studies faculty and instructors ePortfolios – establish Lead Instructor buy in. Provide course level planning time annually eBooks course companion material are being consistently and intentionally infused program wide Train and support learning technology for instructors and students. Ongoing LMS training of rich media features beyond traditional uploaded content the central location for all coursework in program Purchase consistent software and apps for instructors and students in all courses Integration and modeling of handheld devices in all courses Course level planning time, annual course audit of application Educational Studies Faculty Development & Instructional Design

Course Learning Outcome Alignment Year One Goal Course Learning Outcome Alignment Philosophy: Provide software, planning time , and sustained training over a 5-year period to support instructional redesign of an entire program Strategy: Audit LO’s for entire program Lead faculty planning time to revise and align course level LO’s

Innovative Application Year One Innovative Application Screencasting training provided to Lead Faculty to begin planning for integration into each course LMS video response feature showcased to Lead Faculty for potential grading options Course YouTube Channel concept presented to Lead Faculty Screencasting integrated into Learning Technology for Educators program foundation course ePortfolios course level planning time provided during annual meeting Screencast software provided to all Lead Instructors and students Screencasting and lecture capture LMS Streamed lectures on mobile device iBook authored as a companion course text ePortfolios artifacts discussion begins – recommendation to use varied media including screencast content Screencast software discount secured for all students in program ePortfolios are built in a foundation course

Instructional Design Conversation Year One Instructional Design Conversation Identified Instructional Problem: low pass rate on writing pre-requisite course Redesigned course sequence Developed additional instructional materials for low scoring learning outcomes Screencast all course topics and located on a streaming server to allow ease of reviewing Single YouTube Channel for ease of review Faculty authored eText design & layout by instructional designer Full redesign – course was a patch work of borrowed materials Redesigned all presentations Lecture captured (Produced Camtasia) all course topics and located on a streaming server Created SoftChalk SCORM compliant lessons w/ embedded lecture Created and embedded self checking quizzes during each topic Assessments aligned more closely with course learning outcomes

Course Assessment Alignment Year Two Goal Course Assessment Alignment Strategy: Lead Faculty planning time Sustained training: Digital textbooks training ePortfolio course level integration planning Software provided SnagIt Screencasting

Innovative Application Year Two Innovative Application Annual Educational Studies Faculty Meeting Sustained training: Screencasting + Video Everywhere + YouTube Screencast course level integration planning ePortfolio course level integration planning Conversations about courses resulted in a deficit program wide on two items: ePortfolio + Lesson Planning We shifted to a platform agnostic outcome using Adobe Design + eLearning Suite How-To resources for program consistency and better faculty support

Year Two Instructional Design Conversation Identified Instructional Problems: Low quality of lesson plans in multiple courses, Redesigning a course for flipped delivery Redesigning inherited course materials Flipped class – defined by instructor, readings prior, activities during Resources more consistently organized in LMS

Course Content Redesign Institute Year Three Goal Course Content Redesign Institute Strategy: All faculty instructional design, training, preparation time Summer Design Institute: Competitive Proposal Project specific professional development Equipment Software

Innovative Application Year Three Innovative Application To what degree have you assigned and assessed an item for the Liberal Studies ePortfolio? To what degree have your incorporated screencasting as an instructor? To what degree have you integrated screencasting into student assignments?

Instructional Design Conversation Year Three Instructional Design Conversation Identified Instructional Problems: Outdated material Lack of use of learning technologies Low modeling of technical literacy Diagnostic App integration into introductory unit Project based capstone assessment