1. Université d’Ottawa / University of Ottawa Theory and Practice of Undergraduate Teaching ESG 5300 September 14, 2004

2. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Today’s Agenda l Introduction of professor l Introduction of students l Overview of the course  Requirements  Activities  Style l Introduction to Teaching in Academe

3. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching The professor l Linda Manning, Ph.D. l Professor of Economics  Research agenda in integration of technology into teaching  Instructional Technology Consultant (CUT)  Advanced Placement Economics (US) l Contact information  lmanning@uottawa.ca lmanning@uottawa.ca  http://www.courseweb.uottawa.ca/FACDEV101 http://www.courseweb.uottawa.ca/FACDEV101 Log in using your UOttawa student userid and password (as in Infoweb)

4. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching The students l Now it’s your turn  Your name, your discipline, your research focus, your professional plans, and what do you want from this course?

5. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching The Course l Designed to help graduate students prepare for an academic teaching career. l Introduction  research and theory on undergraduate teaching  development of practical teaching skills for university teaching l You will actively participate in professional development activities. l Framework is development of teaching portfolio in context of:  research in undergraduate teaching and learning  self-reflection and development of practical teaching strategies  the integration of instructional technologies into the university classroom

6. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Course Goals l Develop set of instructional objectives for an introductory course l Develop practices for understanding students and ourselves as teachers l Explore different teaching methods and how to use them l Investigate new instructional technologies as pedagogical tools l Explore assessment strategies—for student learning, and our teaching l Reflect on professional and ethical issues l Develop a teaching portfolio

7. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Instructional Methods and Scope l The focus of classroom activity will be active participation. l Theoretical basis of discussions will be presented on web pages, which will serve as textbook. l Students will explore answers to questions raised with their colleagues based on theory, experience, and self-reflection. l Each student will make three teaching presentations,  2 in front of a small group By the second class period, I would like you to form groups of 4-5.  1 in front of the entire class. The final teaching presentation will be filmed to provide individualized feedback, and the audience will constructively evaluate the presentations.

8. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching AssignmentsAssignments l Mini-teaching sessions  Develop your own instructional objectives  Description of session and students, how they should be prepared before the beginning of the session, and what they should be able to do when the session is over Mini-teaching sessions and supporting theoretical justification.  Identify ways you can reach different students  Prepare a brief theoretical justification for your framework of your mini- teaching session. Use readings, current approaches to teaching,and class discussions, justify your choice of instructional objectives, and teaching strategies  Prepare framework for using technology in your own course l A Teaching Portfolio.  Prepare a list of assessment tools you've used, and professional development activities

9. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Mini-Teaching Session l Your audience: first year students in a large class l Time: 15 minutes l Topic: your choice, but only one l Theoretical justification? Built around who you are, who your students are, and what you are teaching. l Objectives: your choice but they must be made clear in advance l Evaluation tools will be made available and shared.

10. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Your Teaching Portfolio l Contents? You decide l Requires self-reflection

11. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching TopicsTopics l Teaching in the Context of an Academic Career  What is Teaching  Teaching vs Research l Introduction to Teaching Portfolios l Instructional Objectives—understanding yourself and your course l Understanding your Audience and Yourself l Connecting with some, reaching out to others l Motivating students l Teaching Methods  The Lecture  Active and Self-Directed Learning l Integrating Instructional Technologies into Teaching l Assessment of Student Learning and of Your Teaching l Professional and Ethical Issues in Teaching

12. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Where will your insight come from? Self Reflection l Reflective evaluation—uses reflective thinking  Special kind of intellectual activity  Much like scientific inquiry  Disciplined and orderly Why teach differently? l Changing characteristics of students  Demographics, attitudes and values  Mental and physical health  Academic and financial preparation l Changing characteristics of institutions  Accountability  Legal protection  Performance-based funding

13. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Some things to consider: Need to Know? l Students as learners  teaching  discipline-specific teaching knowledge  content and how it fits into larger curriculum l Oneself as teacher l In general, need to know  Teaching  Learning  Course management

14. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Some things to Consider: the importance of PLANNING in teaching l Advanced planning important with assessment and flexible response l Flexible does not mean disorganized  Students may need structure or appearance of it  Students learn better if objectives are clear l Your goals for the course l Relationship of goals to each other l Relevance of information, evidence, examples to goals. l Before you can be clear to your students....

15. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Some things to consider—communication with students and the Concept Map l Remember that students do not have your mastery of the subject  Think back—did you always know what was important?  The ‘big picture’ can give framework for organizing and retaining new information Requires your planning Organized image l Think of the brain as a web of associations and relationships

16. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching It’s all about ‘FIT’ l How teaching fits into our careers l How course materials fit together (for students) l Do questions enhance your understanding? l Our ‘web’ is incomplete.  Student’s question prompts reasoning that fills gap.  Student questions can be invaluable—be available for them l The Sequential Outline is most common  Fail to show interrelationships among concepts  How are chapters and concepts connected? l Use a Concept Map l In Econ....

17. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching On Balancing Teaching with other Responsibilities l Results from recent studies:  Being a good teacher essential to faculty  Institutions do not reward good teaching  Research given highest priority  Conflict between personal and institutional values l Evaluation can be used to reconcile these  Teaching Portfolio  ESG5300 Framework l Professional uses  Formative  Summative

18. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Evaluation has changed too l 1980s and 1990s—budget tightening  Evaluations driven by administration  More recently—new stakeholders Accountability to public Legal protection l New professors  Fairness and consistency l Brings us back to using evaluation to resolve conflict between teaching and research.

19. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching The Teaching Portfolio l What is your main purpose in creating this portfolio? l What basic argument about your teaching will you make, and why? l Who are the primary readers?  What do you know about their beliefs about good teaching?  Are their beliefs consistent with your own?  What types of evidence of teaching effectiveness will be most convincing to these readers?  What evidence will they expect to find?

20. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching Documenting your Success and Development l How are your beliefs about teaching and learning reflected in your actions as a teacher?  What evidence will show readers that your teaching reflects these beliefs?  What evidence can your students provide?  Your colleagues?  What evidence can you provide?  Others?  Which of the above is regularly collected? l How can you begin to collect the rest of the data you need?

21. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching For instance.... l Statement of Pedagogical Philosophy, Strategy and implementation l Summary of Teaching Responsibilities Semester Hours Per Year  Effective Teaching Load  New Course Development l Evaluations  Student Evaluations  Average Evaluation Scores—graphical presentation  Required and Supplementary questions

22. Université d’Ottawa / University of Ottawa Integrating Technology into Teaching For instance... l Peer Evaluation of Teaching and Teaching Materials  Classroom Observation Department chair Instructional designer  Evaluation of Course Materials Educational Psychologist Director of Academic program/Psychologist l Teaching Research in Economics l Grants and Awards for Teaching Innovation l Description of Efforts to Improve Teaching Self- Evaluation l Goals for the next five years