September 30, 2015 Warner School of Education and Learning in the Digital Age

Introduction  Digital spaces (Internet, social media, etc.) have brought about transformative changes in:  What information we can access and how  How we can communicate with each other  Opportunities to learn online  How new knowledge can be constructed and disseminated  What are the implications for education?  What theoretical lenses can bring value?  Digital spaces (Internet, social media, etc.) have brought about transformative changes in:  What information we can access and how  How we can communicate with each other  Opportunities to learn online  How new knowledge can be constructed and disseminated  What are the implications for education?  What theoretical lenses can bring value?

Warner 2013 Strategic Plan  Online Initiative:  Launch online courses at Warner  Develop Warner programs to prepare online instructors  Develop capacity to support other organizations launching online initiatives  Research on online teaching & learning  Promoting and leveraging open access  Expanded to “Learning in the Digital Age”  Online Initiative:  Launch online courses at Warner  Develop Warner programs to prepare online instructors  Develop capacity to support other organizations launching online initiatives  Research on online teaching & learning  Promoting and leveraging open access  Expanded to “Learning in the Digital Age”

“Learning in the Digital Age” Series  Goals:  Develop shared understandings of interrelated components  Become aware of current projects and their potential synergies  Examine complementary theoretical lenses  Foster dialogue and collaborations  Meeting every other Wednesday 10:30 am - noon:  Follow-up discussion on previous topic  Presentation and first discussion on new topic – including a project + theoretical lens (with pre-reading)  Follow-up readings and online discussion  Goals:  Develop shared understandings of interrelated components  Become aware of current projects and their potential synergies  Examine complementary theoretical lenses  Foster dialogue and collaborations  Meeting every other Wednesday 10:30 am - noon:  Follow-up discussion on previous topic  Presentation and first discussion on new topic – including a project + theoretical lens (with pre-reading)  Follow-up readings and online discussion

Learning in the Digital Age – Key Topics  Learning in Online Spaces (Jayne)  Teaching in Online Spaces (Raffaella)  The Online Education Landscape (Eric)  Digital Conversion in K-12 Schools (Dave)  Knowledge Production and Product Creation in a Digital Age (Jayne)  Doing research in and about Online Spaces (Jayne)  Learning in Online Spaces (Jayne)  Teaching in Online Spaces (Raffaella)  The Online Education Landscape (Eric)  Digital Conversion in K-12 Schools (Dave)  Knowledge Production and Product Creation in a Digital Age (Jayne)  Doing research in and about Online Spaces (Jayne)

Learning in Digital Spaces  Possible subtopics that could be addressed:  Learning in Informal Virtual Spaces  Video gaming, Social Networking Sites  Forums, User-generated spaces  Learning in Formal Virtual Spaces  Possible “projects” to report on:  Jayne’s research on adolescents’ fanfiction  Jarvis’ (UR – History) Virtual St. Georges  Possible theoretical lenses:  Participatory Culture; Affinity spaces  Communities of Practice, Interest, Pro-Ams  Learning theories  Possible subtopics that could be addressed:  Learning in Informal Virtual Spaces  Video gaming, Social Networking Sites  Forums, User-generated spaces  Learning in Formal Virtual Spaces  Possible “projects” to report on:  Jayne’s research on adolescents’ fanfiction  Jarvis’ (UR – History) Virtual St. Georges  Possible theoretical lenses:  Participatory Culture; Affinity spaces  Communities of Practice, Interest, Pro-Ams  Learning theories

Teaching in Online Spaces  Possible subtopics that could be addressed:  Online teaching practices  Instructional design for online courses  Preparing quality online teachers  Possible “projects” to report on:  Warner sequence to prepare online instructors  Possible theoretical lenses:  Community of Inquiry  High leverage teaching practices  Instructional design theories  Identity development theories  Possible subtopics that could be addressed:  Online teaching practices  Instructional design for online courses  Preparing quality online teachers  Possible “projects” to report on:  Warner sequence to prepare online instructors  Possible theoretical lenses:  Community of Inquiry  High leverage teaching practices  Instructional design theories  Identity development theories

The Online Education Landscape  Possible subtopics that could be addressed:  History/development of online education  MOOCs  Future of HE in the Digital Age  Open Educational Resources  Online Education in Health Sciences  Possible “projects” to report on:  MOOCs development at UR  “Online start-up” at Warner  Online learning at School of Nursing  Possible theoretical lenses:  Theories about higher education organizations – Organized Anarchy, Loosely Coupled Systems, Professional Bureaucracy  Theories about innovation: Entrepreneurship  Possible subtopics that could be addressed:  History/development of online education  MOOCs  Future of HE in the Digital Age  Open Educational Resources  Online Education in Health Sciences  Possible “projects” to report on:  MOOCs development at UR  “Online start-up” at Warner  Online learning at School of Nursing  Possible theoretical lenses:  Theories about higher education organizations – Organized Anarchy, Loosely Coupled Systems, Professional Bureaucracy  Theories about innovation: Entrepreneurship

Knowledge Production & Product Creation in a Digital Age  Possible subtopics that could be addressed:  Co-authoring in virtual spaces  Game Design; Games for Learning  Maker Spaces  Possible “projects” to report on:  Horizons iPad project  RIT’s MAGIC Center  Possible theoretical lenses:  Connected Learning, Design; Gee’s Learning Principles; Produsage  Possible subtopics that could be addressed:  Co-authoring in virtual spaces  Game Design; Games for Learning  Maker Spaces  Possible “projects” to report on:  Horizons iPad project  RIT’s MAGIC Center  Possible theoretical lenses:  Connected Learning, Design; Gee’s Learning Principles; Produsage

Doing Research in and about Online Spaces  Possible subtopics that could be addressed:  Adapting and/or Innovating Methods  Ethics Considerations  Study Design Concerns  Possible “projects” to report on :  Jayne and colleagues’ online research  Doctoral student projects  Possible theoretical lenses:  Discourse; Ethnographic; Internet as culture/tool; Learning Pathways; Spatial lenses  Possible subtopics that could be addressed:  Adapting and/or Innovating Methods  Ethics Considerations  Study Design Concerns  Possible “projects” to report on :  Jayne and colleagues’ online research  Doctoral student projects  Possible theoretical lenses:  Discourse; Ethnographic; Internet as culture/tool; Learning Pathways; Spatial lenses

Digital Conversion in K-12 Schools  Possible subtopics that could be addressed:  Current state of “Digital Conversion” in K-12  Leveraging online spaces for professional learning  Possible “projects” to report on :  Digital conversion at East Irondequoit  Proposed digital conversion at East  Center pilots in online professional learning  Possible theoretical lenses:  Identity theory; Social learning theories / constructivism, motivation  Adult and Professional learning theories  Change theory (organizational development, managed learning, and others); Entrepreneurship  Possible subtopics that could be addressed:  Current state of “Digital Conversion” in K-12  Leveraging online spaces for professional learning  Possible “projects” to report on :  Digital conversion at East Irondequoit  Proposed digital conversion at East  Center pilots in online professional learning  Possible theoretical lenses:  Identity theory; Social learning theories / constructivism, motivation  Adult and Professional learning theories  Change theory (organizational development, managed learning, and others); Entrepreneurship

Our research NSBA Education Technology Site Visits Project Red consortium Mooresville Graded School District where we discovered Digital Conversion in action!

997 schools, representative of the U.S. – 49 states and the District of Columbia 11 diverse education success measures 22 categories of independent variables Comparison of findings by student- computer ratios (1:1, 2:1, 3:1, etc.) Comprehensive demographic data correlated to survey results * Source: Discovered compelling research by Project Red consortium ( )

Provide every student access to digital tools and resources Transform classroom instruction from paper-based and lecture-driven to one where instruction is technology- enhanced, teacher-facilitated and student-centered Create learning environment where information and resources are available 24/7 at student fingertips, and where learning is more collaborative, inquiry-driven and personalized Use collaborative digital resources to engage teachers, students, and parents (Learning Management System) Graduate digitally literate students with 21 st century skills Digital Conversion in East Irondequoit

Student Digital Conversion Metric

500,000 vetted apps (now over 1.2 million) Many free educational apps available (great way to identify likes and dislikes before buying) Incredibly easy to use interface Fairly robust iOS mobile device management (MDM) tools available (we chose Casper) Which mobile device for us? iPad

January 2013 Pilot with school libraries and admins (78 iPads). September 2013 Deployed 296 iPads to students and faculty at start of 1 st semester. February 2014 Additional 582 iPads to students and faculty at start of 2 nd semester. September 2014 Additional 942 iPads to students and faculty at start of school year. September iPads – all students and faculty. Here we go …

All teachers have basic 15 hours intro training 70 days of “push in” quality professional development for 24 teachers will begin in December (will repeat this next year for 24 more) We will repeat this next year for 24 more teachers We are planning our first annual multi-day digital conversion Summer Institute for our faculty this coming June Professional development

Proposed Format for Wednesday LiDA Sessions – 10:30am-noon  Pre-reading (only a few pages)  Part I (25-30 min): Follow up discussion on previous session and related follow-up readings  Part II (60 min): New session:  Introduction of the topic/theme + a specific theoretical lens is relevant  Presentation of a concrete initiative/project in this area + Q&A  Brief sharing of other related/relevant initiatives participants are engaged in  Open discussion on the larger topic/theme  Introduction of follow-up readings on the topic and/or theoretical lens  Pre-reading (only a few pages)  Part I (25-30 min): Follow up discussion on previous session and related follow-up readings  Part II (60 min): New session:  Introduction of the topic/theme + a specific theoretical lens is relevant  Presentation of a concrete initiative/project in this area + Q&A  Brief sharing of other related/relevant initiatives participants are engaged in  Open discussion on the larger topic/theme  Introduction of follow-up readings on the topic and/or theoretical lens

Questions? To express interest in a topic, please Questions? To express interest in a topic, please