TRANSFORMING THE UNIVERSITY: TEACHING AND LEARNING IN EMERGING LEARNING ENVIRONMENTS Amy Garrett Dikkers, Bernadette Longo, Anne Minenko, Catherine A. Solheim, Kimerly J. Wilcox 1

Presenters Amy Garrett Dikkers, PhD, Coordinator/Lecturer, Educational Policy & Administration; Bernadette Longo, PhD, Associate Professor, Writing Studies; Anne Minenko, MD, Assistant Professor, Medicine; Catherine A. Solheim, PhD, Associate Professor, Family Social Science; Kimerly J. Wilcox, PhD, Sr. Instructional Multimedia Consultant, Digital Media Center also Jodi Sandfort, PhD, Associate Professor, Public & Nonprofit Leadership Center; Lauren Marsh, PhD, Sr. Instructional Multimedia Consultant, Digital Media Center

Overview Provide background Introduce fellows and their projects Identify emerging themes Engage fellows in discussion Challenges What we've learned Recommendations Q & A

DMC, OIT Faculty Fellowship Program Established in 2000; Purpose: To cultivate faculty leadership in the area of technology-enhanced learning (TEL). Application is competitive (Call for Proposals) Applicants each propose a Technology-Enhanced Learning project http://dmc.umn.edu/fellowship/

2008 - 2009 Broad Program Goals Cultivating leadership Promoting the Scholarship of Teaching and Learning (SoTL) Transforming the instructional culture Generating organizational awareness

2008 - 2009 Main Program Outcomes Individual technology-enhanced learning (TEL) projects; Collaborative project; Blog (http://blog.lib.umn.edu/dmc/dmcoitfacultyfellows0809/); Scholarship.

2008 - 2009 Theme for Individual Projects Individual projects focus on teaching and learning in emerging learning environments: Mobile technologies, Immersive/virtual environments (e.g., Croquet and Second Life), Active Learning Classrooms (student-centered, flexible classrooms that are rich in technology).

Catherine Solheim Family Social Science Course: Personal & Family Finances Undergraduate level 115 students per semester Challenges: In-class time: Lectures, some assessments Learners not doing preparatory reading Lack opportunities to apply concepts Didn’t address critical skills

Catherine Solheim Family Social Science Solution: Taught in an “active learning classroom” Round tables; 3 groups of 3 with laptop computers and projection capabilities Wireless and hard-wired internet connections Instructor-controlled projection system Microphones at tables; 360 degree white board http://www.classroom.umn.edu/active-learn-room.asp

Amy Garrett Dikkers Educational Policy & Administration Course: School and Society Required course for teacher licensure Advanced undergrads and Master’s students Up to 120 students per section Large lecture with breakout discussion groups Challenges Low levels of engagement Instructor can't attend all breakouts Challenging content Abbreviated summer time frame

Amy Garrett Dikkers Educational Policy & Administration Solution: (Re)Designing curriculum for the Active Learning Classroom (ALC) http://www.classroom.umn.edu/active-learn-room.asp

Bones, Joints and Connective Tissues Anne Minenko Medicine Course co-director for pre-clinical 2nd year Medical School course: Bones, Joints and Connective Tissues 172 students; 16-1 hr.lectures; 3 – 1/2 day workshops = rotating activity stations Challenge Adapt 3 – ½ day workshops to address logistical issues and to meet Med 2010 principles Solution design team learning activities as computer-based interactive cases for the Active Learning Classroom

Anne Minenko Medicine

Bernadette Longo Writing Studies Course: Writing Studies 5112 - Information Design Required class in MS in Scientific & Technical Communication program 12 students, 2 auditors, 1 community collaborator Hybrid class meets 5 times face-to-face Challenge: Working with a community partner, First Step Initiative, a Minnesota-based microfinance organization, to facilitate communication & interaction among women entrepreneurs in the Democratic Republic of Congo. http://www.firststepinitiative.net/

Bernadette Longo Writing Studies Solution: Determine how mobile phones might be used in this effort.

Emerging Themes Moving students from passive to active learning Active Learning Classroom Team-based learning Case-based learning

The View Our s Challenges: Teaching, learning, administrative What have we learned? What are the rewards? Recommendations

Q & A

Contact the Presenters Amy Garrett Dikkers: garre014@umn.edu Bernadette Longo, blongo@umn.edu Anne Minenko, minen001@umn.edu Catherine A. Solheim, csolheim@umn.edu Kimerly J. Wilcox, wilco001@umn.edu

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The University of Minnesota is an equal opportunity educator and employer. This PowerPoint is available in alternative formats upon request. Direct requests to Kimerly J. Wilcox, Digital Media Center, Office of Information Technology, 212 Walter Library, 117 Pleasant Street SE, University of Minnesota, Minneapolis, MN 55455, 612-624-3528, wilco001@umn.edu. www.umn.edu/oit