Academic Affairs Welcomes You To Teaching Using Technology Summer Institute 2006

Voices from Past TuT Participants

Smart Classrooms Smart Classroom (connecting link between technology-enhanced content and the teaching & learning environment, a traditional lecture-style teaching space Equipped with –Video/data projector –VCR or VCR/DVD combo player –Interface to Projector - Data Connection May be equipped with –Overhead transparency projector –Slide projector –Smart Panel

Smart Classrooms Faculty must bring: –Network ready laptop computer, or iPod –Smart Pack cables (laptop recipients only) - AV Kit for iPods (included) Note: iBooks must have DVI to VGA Adapter (included with the accessory kit)

The Need for TuT….six years ago Create a supportive community for faculty seeking to transform their curriculum using technology Provide resources (hardware, software and people) to carry out the teaching changes Serve an increasing student population without additional brick and mortar investment Provide access to our educational content to our students anytime and anywhere

Our Vision at Sacramento State U sing new technologies in learning environments and at the Center for Teaching and Learning (CTL) to assist faculty members embracing their changing role from the sage on the stage to the guide on the side.

CTLs Faculty-Driven Model to Improve Teaching and Learning on Campus F ocuses on F aculty as Learners and designers of their learning environments C oordinated A ssistance and Collaboration, College-Based ITCs, Faculty Technology Mentors, Computing, Communications & Media Services, and Academic Technology & Creative Services

Teaching Adult Learners Hear It Listeners Readers… Read & Say Words Print Oriented Auditory Process Lecture Audio Media Discussion Groups Do It Kinesthetic Process by Moving Role Model Demonstrate Practice Say It Tactile Process Auditory Learners Need to Talk it Out Process Tactilely Presentations Group Work Peer-to-Peer See It Visual Process Shape & Form Pictures & Images Needs to See Speaker Assigned Readings Power Points Outlines Write on Blackboards

TUT Summer Institutes 339 (37% of the full time faculty) have completed training through the TUT Institutes 60,000+ students have been impacted (100 students per professor per semester) P rofessors across all disciplines: 78 from Arts & Letters, 27 from Business Administration, 33 from Engineering & Computer Science, 76 from Education, 54 from Health & Human Services, 26 from Natural Science & Mathematics, and 45 from Social Sciences & Interdisciplinary Studies.

The Mediocre Teacher Tells, The Good Teachers Explains, The Superior Teacher Demonstrates, The Great Teacher Inspires!

How in your view has todays teaching style changed from the teaching style you observed 20 years ago? How in your view has todays teaching style changed from the teaching style you observed 20 years ago? Discuss this with your table partners and report.

elearning Industrial Age Learning Uniformity Content learning Memorization and repetition Departmentalized learning Isolated teaching Technology as an isolated tool Information Age Learning Diversity and individuality Discovery and experience Process learning of quality content Interdisciplinary learning Collaborative environments Technology as an integral tool Community collaboration

elearning You have been working with a TuT Mentor to focus on a specific task or activity Learning how to chunk your content using your paper and pencil first on one specific teaching task, such as, –Design online quiz –Design movement visual display –Increase critical analysis from your assigned readings –Develop a resource website, etc.

elearning considerations Use synchronous methods if The information/learning conveyed is time- sensitive Immediacy of feedback is important All or most participate simultaneously Use asynchronous methods if You want deeper reflection or learning Real time doesnt add particular value Scheduling real time is impractical You want anytime, anywhere flexibility

Issues to be Considered… Are the digital materials used by students? –Create activities around the developed materials –Consider assigning value (points) to these activities When used, are they stimulating higher level cognitive processes? –Rote activities versus discover, synthesize, connect and build on prior knowledge Are materials used as demo or designed to engage learners? Will the learning live past the final exam?

Digital Content Can… Provide experiential learning opportunities Real time communication and feedback among all parties (teacher & learners) Limited level of open- endedness Opportunity for real collaboration and construction of shared knowledge Unparallel ability to visualize dynamic systems in action Students are learning about velocity and acceleration from a video capture of a projectile shot from a canon.

One Learning Model…

Lets come back to Earth… TEACHING GOALS STRATEGIES OR ACTIVITIES LEARNER OUTCOMES Click on Buttons Learning Technologies Faculty are problem- solvers, handy persons looking for solutions (piecemeal or whole) that can help meet classroom challenges.

Teaching Goals University faculty usually face a set of challenges that motivate them to consider changes / other practices / other learning methods. In the course (s), you are considering doing your project in, what are your goals? TEACHING GOALS STRATEGIES OR ACTIVITIES LEARNER OUTCOMES Click on Buttons Learning Technologies

Strategies or Activities Technology for technology's sake is not of interest to us. The institute seeks to feature activities (presentations) that are expressly designed to enhance learning, with preference for those that are learner-centered and where the use of computer-based technology has a clear and measurable effect on learning. What kind of activities are you thinking about? TEACHING GOALS STRATEGIES OR ACTIVITIES LEARNER OUTCOMES Click on Buttons Learning Technologies

The Institute focuses on the use of computer-based technology ranging from to interactive modules. Typically, the use of technology is incorporated in activities supportive of national principles of good teaching practices. Wednesday, you will be exposed to a number of examples designed to help you choose the technology that is right for you. TEACHING GOALS STRATEGIES OR ACTIVITIES LEARNER OUTCOMES Click on Buttons Learning Technologies

Learner Outcomes How do you know it works? The culture of educational institutions is one where traditions are golden and changes are difficult to implement. For learning technologies to be successful, one needs to provide clear evidence of enhanced student learning. How will you know it works? TEACHING GOALS STRATEGIES OR ACTIVITIES LEARNER OUTCOMES Click on Buttons Learning Technologies

Identify your teaching goals for the TuT project, the strategy you wish to implement, and the expected outcomes. Identify your teaching goals for the TuT project, the strategy you wish to implement, and the expected outcomes. Discuss this with your table partners and report.

Participant Objectives Familiarity with technology resources (hardware, facilities and professional staff) Identify technologies that support your teaching goals Join and participate in a supportive network of faculty and staff Develop a personalized project plan

Homework for YOUR Evening Log on to Introduction to WEBCT course at online6.csus.edu. Click on calendar and find your evening homework.

Some Upcoming Activities Examples of Teaching Materials (Wednesday) Faculty Foibles (Friday)

Academic Affairs Thanks you for attending the Teaching Using Technology Summer Institute 2006 Pick up your gift on the tour of the CTL