1. Distributed Education & Instructional Technology Harnessing Technologies for Learning: Part One Academy of Distinguished Teachers Fall Retreat 2007 Billie Wahlstrom, Vice Provost

2. Distributed Education & Instructional Technology What’s Going On in Technology? Key Technology Trends Smaller Faster Cheaper More mobile Changing often Converging Ubiquitous

3. Distributed Education & Instructional Technology What’s Going On in Education? Key Educational Trends Increased demand for information Proliferation of networked scholarly information Online education Course management systems Importance of the curriculum & training Improved usability of technologies & their impact on learning Source: Adapted from Robert Kvavik, “Technology in Support of Learning”

4. Distributed Education & Instructional Technology Top-Ten Teaching and Learning Issues, 2007 1.Establishing & supporting a culture of evidence 2.Demonstrating improvement of learning 3.Translating learning research into practice 4.Selecting appropriate models & strategies for e-learning 5.Providing tools to meet growing student expectations

5. Distributed Education & Instructional Technology Top-Ten Teaching and Learning Issues, 2007 6.Providing professional development & support to new audiences 7.Sharing content, applications, & application development 8.Protecting institutional data 9.Addressing emerging ethical challenges 10.Understanding the evolving role of academic technologists. Source: Educause Quarterly, Number 3 2007, pp. 15-21.

6. Distributed Education & Instructional Technology Selecting the Right Models No single model or strategy exists, but many successful models exist to emulate. Best choices are built on – Learner characteristics – Level of preparation – Preferred delivery modes – Technologies, support, & services available – Faculty characteristics – Institutional goals

7. Distributed Education & Instructional Technology Star Tribune E5Friday, January 19, 2007

8. Distributed Education & Instructional Technology Learner Characteristics Convenience Accessible & online Immediate Anytime, anywhere Support at all times Connectedness Highly mobile Devices & media that are portable & customizable Reachable anywhere Control Customization Multitasking Control when & where of social interaction Learning Visual images & multiple media Experiential and participatory discovery Real time engagement Social—work in teams

9. Distributed Education & Instructional Technology Models for the University of Minnesota 1.Improve the student experience Convenience is valued Communication & socialization is very important to undergraduates Academic technologies in courses are very important & students suggest improvements Students want control of their course experience & want materials organized.

10. Distributed Education & Instructional Technology

12. Models for the University of Minnesota 2.Improve Academic Technology Literacy Articulate faculty and student skill & knowledge levels Provide sufficient support and training to achieve necessary skills & knowledge base Integrate technologies into the curriculum (e.g., ECAR studies in 2004 & 2005) Define skills needed for e-learning, within each unit Benchmark

13. Distributed Education & Instructional Technology Faculty Development Is Key Faculty are in a difficult place & faculty development is the key to change – Need to engage students – Need to maintain & develop their skills – Need to move outside the learning environment in which they started and were successful

14. Distributed Education & Instructional Technology Developing Faculty to Use Technology with Success Pedagogy first, built on the science of learning. Resistance is futile; no more “stuff and dump” passive learners. Create active learning environments that invite understanding, and may include interactive face- to-face lecturing. Transformative faculty development is essential— opportunities to apply technology-enhanced learning practices to faculty’s own courses within their disciplines. Good reasons for changing are critical. Adapted from Educause Review, “Active Learning and Technology”

15. Distributed Education & Instructional Technology For You at the U. Technologies for Teaching and Learning MyU Portal

16. Distributed Education & Instructional Technology Not Your Father’s Buick Foster collaboration & interaction Learn best practices & find resources Encourage critical thinking & reflection Empower student voices Enrich the learning environment Support diverse learning styles Improve students’ communication skills Measure learning outcomes

17. Distributed Education & Instructional Technology Easy First Steps Interaction: Instant Messaging Best Practices: TEL Seminar Series Critical Thinking: Portfolio Student Voices: Blogs Rich Learning Environment: Support Diverse Learning Styles: Improve Communication Skills: Wikis Learning Outcomes: Customizable Evaluation

18. Distributed Education & Instructional Technology U of M’s MyU Portal Strategic Positioning Goals Excellent Faculty Excellent Students Innovative Organization Statewide Needs Changing Students Changing Educational Paradigm in Health Sciences Leads the Way

19. Distributed Education & Instructional Technology Why Create a Portal? Many high-quality internet-based tools to support instruction, but most are not integrated. Number of choices is confusing. Most technologies are not personalized or customizable to the learner. The result: a lower quality academic experience

20. Distributed Education & Instructional Technology Choosing Between a Doorway & a Maze

21. Distributed Education & Instructional Technology The MyU Portal as Model The Portal is the U’s strategy to integrate many different independent applications into a unified system to support learning.

22. Distributed Education & Instructional Technology How Does the Model Work? Academic technologies are integrated into one system, the primary access point of which is the MyU portal, which was launched with the Class of 2008 portal.

23. Distributed Education & Instructional Technology Can the Portal Help Us Manage Technological Change? As the University acquires new software and technology, the platform evolves, and all who use it have a scaffolding that is continuously enhanced.

24. Distributed Education & Instructional Technology Role of Faculty in Learning Environments: A New Model The presence of varied technologies and a University-wide strategy for making them accessible means faculty often have to rethink courses, programs, and roles.

25. Distributed Education & Instructional Technology The Learner Is the Center

26. Distributed Education & Instructional Technology Learning Principles Learning is facilitated by... Actively contributing to the learning process and solving real-world problems Opportunities for self-direction in learning Using existing knowledge as the basis of new learning (Given-New model) Demonstrating new knowledge to the learner Applying/practicing new knowledge Integrating new knowledge into learners’ real worlds Reflection and self-assessment Interacting with role models and mentors

27. Distributed Education & Instructional Technology Faculty Using Technologies: Start at the End... What will students be able to do at the conclusion of the course that they likely can’t do at the beginning? And, how will they demonstrate the resulting competencies and capabilities?

28. Distributed Education & Instructional Technology The Instructional Design Process Changes Faculty remain at the center of the educational experience as content experts and as learning outcomes. They have help in developing courses.

29. Distributed Education & Instructional Technology The Instructional Design Team The Learner Faculty Member/ Content Expert Web Developer Instructional Designer Course Coordinator Graphic ArtistVideographer

30. Distributed Education & Instructional Technology Students in Rochester and the Twin Cities Students new to the University and some new to hybrid curricula First year fundamentals within the curriculum Blended online and F2F learning New and changing faculty group requiring a ‘persistent’ curriculum Instructional Design for the Learning Platform: The OT Example

31. Distributed Education & Instructional Technology An OT Student Perspective Begins with: www.myu.umn.eduwww.myu.umn.edu

32. Distributed Education & Instructional Technology An OT Student Perspective

33. Distributed Education & Instructional Technology An OT Student Perspective

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35. An OT Student Perspective

36. Distributed Education & Instructional Technology An OT Student Perspective

37. Distributed Education & Instructional Technology Acknowledgements Janet Shanedling, Ph.D., Director, AHC Learning Commons, AHC Office of Education, provided her slides from the 2007 CAHP briefing on the Learning Platform and the OT student perspective.

38. Distributed Education & Instructional Technology Works Cited 2006-2016 Map of Future Forces Affecting Education, prepared for KnowledgeWorks Foundation by the Institute for the Future. “Active Learning and Technology: Designing for Faculty, Students, and Institutions.” Anne Moore, Shelli Fowler, and C. Edward Watson, Educause Review, September/October 2007. pp. 43-76. ECAR studies for 2004 and 2005. EDUCAUSE Center for Applied Research “Faculty 2.0.” Joel Hartman, Charles Dziuban, and James Brophy- Ellison.” Educause Review, September/October 2007. pp. 62-76. “Technology in Support of Learning on the Twin Cities Campus,” Robert B. Kvavik. Prepared for the Academic Health Center. “Top-Ten Teaching and Learning Issues, 2007.” Educause Quarterly, Number 3 2007. pp. 15-21.