© 2006 Ken Baldauf, All rights reserved. Curriculum Design Computer Literacy Preparing Students for the Real World Ken Baldauf Florida State University

© 2006 Ken Baldauf, All rights reserved. Session Agenda Identify goals for the Introductory Technology class  Employer Survey  Advice of Scholarly Experts Determine the level at which to begin the class  Student Survey Design the steps to effectively and efficiently meet the goals START

© 2006 Ken Baldauf, All rights reserved. My Background Computer FSU for past 10 years Courses  CGS2060 Computer Literacy Traditional Classroom Webbased for Mac  CGS2064 Computer Literacy II  CGS2100 MicroApps for Business  Intro to Media and Mobile Technologies (in dev.)  Personal Computer Security (in dev.)

© 2006 Ken Baldauf, All rights reserved. Establishing Goals

© 2006 Ken Baldauf, All rights reserved. College-level Computer Lit Traditional “Computer Literacy” equips students for college “College-level Computer Literacy” equips students for their professional life

© 2006 Ken Baldauf, All rights reserved. Pages act as links

© 2006 Ken Baldauf, All rights reserved. Survey Example

© 2006 Ken Baldauf, All rights reserved. Survey Participant Profiles A National Building Supply Corp. Supplies lumber and building materials as well as value added services to the house builder and professional contractor. There are 255 branches in 30 US states. The US arm of a large Global Corp. A National Home Building Corp. A FORTUNE 200 company with operations in 54 markets and 27 states. In 2005, the company delivered 45,630 homes in the U.S. and generated consolidated revenues of $14.7 billion. A Global Paint and Coatings Corp. Has more than 2,600 company-owned stores in 50 states, Canada, Mexico and is the U.S. market leader in distribution and sales of coatings and coating-related products with yearly revenues exceeding $5 billion and is ranked among the top U.S. Fortune 400 companies A Global Healthcare IT Solutions Corp. focused on developing healthcare information technology (HIT) solutions. Our 870 clinicians, 1,360 engineers and 2,100 consultants have deployed more than 4,300 applications to clients across the globe A Global Communications IT Corp. an international communications and information technology company serving government and commercial markets in more than 150 countries - annual sales of over $3 billion and has more than 13,000 employees – including 5,500 engineers and scientists A Global Business Consulting Firm 107,000 employees in 140 countries around the globe help companies in businesses across all industries—from emerging growth companies to global powerhouses—deal with a broad range of business issues. Real names withheld for privacy

© 2006 Ken Baldauf, All rights reserved. Survey Results How prepared do you feel today's college graduates are for facing the technology demands of working for your company?

© 2006 Ken Baldauf, All rights reserved. Skills Relevance Relevance to average employee’s duties EssentialUsefulUnneeded Skills Desirability Average

© 2006 Ken Baldauf, All rights reserved. Skills Relevance EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. Skills Relevance EssentialUsefulUnneeded Student Prep 70%

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded Student Prep 70%

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded Student Prep 90%

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded Student Prep 40%

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded Student Prep 80%

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded Student Prep 30%

© 2006 Ken Baldauf, All rights reserved. Conclusions Windows, Web, & MS Office skills remain desirable to all Web development skills are highly valued by some, not at all by others Participants have little use for Apple skills

© 2006 Ken Baldauf, All rights reserved. Concepts Relevance Relevance to average employee’s duties EssentialUsefulUnneeded Concepts Desirability Average

© 2006 Ken Baldauf, All rights reserved. Concepts Relevance Relevance to average employee’s duties EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. EssentialUsefulUnneeded

© 2006 Ken Baldauf, All rights reserved. Conclusions Four of the six participants found the understanding of these concepts to be useful if not essential Of those four, Global/Ethical Issues, Security, Internet, and Information Systems were of most importance The lack of media industry representation left Media and Apple high and dry in this survey.

© 2006 Ken Baldauf, All rights reserved. Freeform Response What computer and/or information technology skills do you value most when evaluating job applicants?  “Microsoft Office is a Must.”  “A deep understanding of Excel and PowerPoint is crucial”  “Experience with and knowledge of Microsoft PC tools, particularly Word, Outlooks, and PowerPoint.”  “Basic Windows skills, Word, Excel, etc.”

© 2006 Ken Baldauf, All rights reserved. Freeform Response What important computer and/or information technology skills do you feel are lacking in today's college graduates?  “Many people are not familiar with the basics of Excel. They don’t know pivot tables, Sorting, filtering, etc.”

© 2006 Ken Baldauf, All rights reserved. Freeform Response How important are mobile technologies (cell phones, Blackberries, mobile PCs) in your company's business practices?  “extremely important”  “Mobile phones and mobile PCs are very important as many of our employees travel frequently.”  “We have started to use these technologies, so if students know them, it would be an added bonus.”  “These are becoming more important to us. Each of our sales reps uses a Treo and needs to be able to use this device effectively on a daily basis.”  “EXTREMELY IMPORTANT”

© 2006 Ken Baldauf, All rights reserved. What do businesses want? The majority of businesses surveyed want...  strong MS Office skills including Outlook  an understanding of technology concepts including information systems  familiarity with mobile communications and computing technologies Questions to consider...  should curriculum cater to the average, least, or most demanding businesses?  What other considerations impact curriculum design?

© 2006 Ken Baldauf, All rights reserved. IT Fluency Considering Advice from Scholarly Experts: Computer Scientists

© 2006 Ken Baldauf, All rights reserved. IT Fluency Report: Being Fluent with Information Technology National Research Council, Committee on Information Technology Literacy

© 2006 Ken Baldauf, All rights reserved. IT Fluency Computer Literacy rote learning of specific hardware and software applications “Literacy is too modest a goal in the presence of rapid change, because it lacks the necessary "staying power.“ As the technology changes by leaps and bounds, existing skills become antiquated and there is no migration path to new skills. ” IT Fluency understanding the underlying concepts of technology and applying problem-solving and critical thinking to using technology

© 2006 Ken Baldauf, All rights reserved. IT Fluency IT Fluency emphasizes three types of knowledge: skills, concepts, and capabilities Contemporary skills “ Skills provide a store of practical experience on which to build new competence” Foundational Concepts “ Concepts are the raw material for understanding new information technology as it evolves” Intellectual capabilities “ The ability to apply information technology in complex and sustained situations, …fosters more abstract thinking about information and its manipulation”

© 2006 Ken Baldauf, All rights reserved. Information Literacy Competency Standards for Higher Education Considering Advice from Scholarly Experts: Librarians (Information Science)

© 2006 Ken Baldauf, All rights reserved. Information Literacy Competency Standards for Higher Education Published by: Association of College and Research Libraries (ACRL) in 2000

© 2006 Ken Baldauf, All rights reserved. Information Literacy Competency Standards for Higher Education Endorsed by:  American Association for Higher Education  Council of Independent Colleges  Accrediting Agencies The Middle States Commission on Higher Education (MSCHE) Western Association of Schools and College (WASC) Southern Association of Colleges and Schools (SACS) One of 11 Initiatives in FSU’s LEAD Plan Leaders Educated to Make A Difference, or LEAD, is part of Florida State University's overall Quality Enhancement Plan. While it is a requirement of the Southern Association of Colleges and Schools (SACS) reaffirmation process, LEAD will be a sustained and ongoing initiative that will result in a better student experience and, ultimately, a better university.LEAD Plan One of 11 Initiatives in FSU’s LEAD Plan Leaders Educated to Make A Difference, or LEAD, is part of Florida State University's overall Quality Enhancement Plan. While it is a requirement of the Southern Association of Colleges and Schools (SACS) reaffirmation process, LEAD will be a sustained and ongoing initiative that will result in a better student experience and, ultimately, a better university.LEAD Plan

© 2006 Ken Baldauf, All rights reserved. Information Literacy Competency Standards for Higher Education The Information Literate Student… 1. determines the nature and extent of the information needed 2. accesses needed information effectively and efficiently 3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system 4. individually or as a member of a group, uses information effectively to accomplish a specific purpose 5. understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally

© 2006 Ken Baldauf, All rights reserved. Information Literacy Competency Standards for Higher Education Information literacy is related to information technology skills, but has broader implications for the individual, the educational system, and for society. IT Fluency focuses on the use of technology Information Literacy is an intellectual framework for understanding, finding, evaluating, and using information - which often depends on technology

© 2004 Ken Baldauf, All rights reserved. Meeting Student Needs Accommodating the Millennials

© 2006 Ken Baldauf, All rights reserved. Today’s Students Pretesting FSU Students Technology Survey  Most incoming Freshmen have had previous training in Windows, Web, Word, and PowerPoint. Students have popular skills but lack professional skills.

© 2006 Ken Baldauf, All rights reserved. Tomorrow’s Students Our future students will, over time, achieve computer literacy, in its traditional sense, prior to college.  2005 National Educational Technology Plan (No Child Left Behind)  National Educational Technology Standards (NETS)  Generational change in teachers

© 2006 Ken Baldauf, All rights reserved. Local Considerations Knowing Your Institutional Needs and Requirements

© 2006 Ken Baldauf, All rights reserved. Know Your Institution What discipline-specific tech courses are being taught? What degrees are represented by students taking your course? What skills are required of those degree programs? What are your Computer Literacy accreditation requirements? Are there other special needs such as boosting enrollment? Are

© 2006 Ken Baldauf, All rights reserved. Developing a Local Profile Includes:  assumptions about incoming student competency levels and capabilities  statements of fact regarding Institution needs  opinions of experienced teachers!

© 2006 Ken Baldauf, All rights reserved. Curriculum Development Designing the path to your goals.

© 2006 Ken Baldauf, All rights reserved. A Recipe for Success Business Needs IT FluencyLocal Profile Information Literacy Intro Course Curriculum

© 2006 Ken Baldauf, All rights reserved. Curriculum Possibilities Business Needs Teach college-level MS Office, beef-up Excel, include lessons in Outlook, discuss concepts such as business information systems, ethics, and security, and study mobile communications technologies. Consider an advanced course. Intro Course Curriculum IT Fluency Use case-based projects from a variety of disciplines, include a team project, cover IT concepts and discuss the use of IT through case studies. Information Literacy Provide training in college level research including those skills listed in the Information Literacy Competency Standards for Higher Education - consider collaborating with your College Librarians Local Profile Consider eliminating skills from your curriculum that most students already have, push students to acquire more advanced skills, cater to degree programs, provide topics of interest in elective courses to boost enrollment

© 2006 Ken Baldauf, All rights reserved. Ken Baldauf Florida State University Presentations, Survey Results, Assignments, and my BLOG! Thanks for your time. Sources “Being Fluent with Information Technology” Report Information Literacy Competency Standards for Higher Education ationliteracycompetency.htm ationliteracycompetency.htm FSU’s LEAD Plan National Educational Technology Plan ISTE NETS