1. Why Use Technology in Your Teaching?
(With a tip of the hat to Karl Wirth’s [Department of Geology, Macalester College] presentation at the NITLE Summit, 2008)

2. Improved Management & Efficiency:
Information Management (e.g., scheduling, file distribution, etc.)
Resources (posting articles, images, rare books. sound files, moving image files, etc.)
Communication (e.g., forums, chats, ing)
Assessment (e.g., online grading & grade book)

3. Still, why use technology in your teaching?
As one way to foster significant, intentional learning

4. Learning, in other words, that:
produces significant and lasting change
is valuable throughout life
enables lifelong learning
Helps college students become intentional learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.”

5. Intentional Learners Are…
EMPOWERED through the mastery of intellectual and practical skills
INFORMED by knowledge about the natural and social worlds and about forms of inquiry basic to these studies
RESPONSIBLE for their personal actions and for civic values
Greater Expectations
(2002 AAC&U Report)

6. THEY DEVELOP self-awareness about the reason for study, the learning process itself, and how education is used.
THEY ARE:
Integrative thinkers who see connections in seemingly disparate information to inform their decisions.
Self-directed learners who strive toward self-direction and autonomy.

7. Savin-Baden and Major (2004)
THEY CAN: Formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes.
Savin-Baden and Major (2004)

8. Frameworks for Higher Ed
Learning From A Cognitive Science Perspective
Principles of Good Teaching
Instructional Design
Goals of Higher Education

9. Principles of Teaching (2) Significant Learning (3)
Outline of Frameworks
How People Learn (1)
Principles of Teaching (2)
Significant Learning (3)
Liberal Learning (4)
Constructed
Contact
Knowledge
Communication
Foundational
Cooperation
Application
Critical Thinking
Metacognition
Active Learning
Integration
Prep. for Work
Prompt Feedback
Human Dimension
Diversity
Time-on-Task
Caring
Global Society
High Expectations
Learning to Learn
Broader Interests
Diverse Learning
Moral Reasoning
Citizenship

10. J. D. Bransford, A. L. Brown, and R. R
J.D. Bransford, A.L. Brown, and R.R. Cocking, eds, How People Learn: Brain, Mind, Experience and School (Washington, D.C.: National Academy Press), 2000.
Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice in Undergraduate Education,” The Wingspread Journal 9:2 (1987).
L.D. Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (San Francisco: Jossey-Bass Publishers), 2003.
Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why they Should be Learning More (Princeton: Princeton University Press), 2006.
(From Karl Wirth, Department of Geology, Macalester College, presentation at NITLE Summit, April 2008)

11. Social Networking

13. Instructional Design Intentionality
For students who use networking tools more collaboratively, creatively, more complex, learning-related skills can develop
Challenge: How to use social networking tools to use tools actively rather than passively.

14. Collaborative work (not just cooperation): the active participation of groups
Creative work: develop learner ownership
Networking: Learning the value of connecting with others

15. El Blog Central: Barbara Sawhill’s HISP 305

16. Principles of Teaching
Outline of Frameworks
How People Learn
Principles of Teaching
Significant Learning
Liberal Learning
Constructed
Contact
Knowledge
Communication
Foundational
Cooperation
Application
Critical Thinking
Metacognition
Active Learning
Integration
Prep. for Work
Prompt Feedback
Human Dimension
Diversity
Time-on-Task
Caring
Global Society
High Expectations
Learning to Learn
Broader Interests
Diverse Learning
Moral Reasoning
Citizenship

17. Central Lesson:
Think about how technology can help create significant and intentional learning in your classes. Learning outcomes must drive technology use.