1. Understanding Teaching and Learning in the Changing Education Environment Chuck Dziuban Research Initiative for Teaching Effectiveness University of Central Florida

2. The University of Central Florida

3. Unbundled classroom

4. Shirky, C. (2009)

5. How do we know?

6. …or do we know? Students Faculty Success Engagement Demographic profiles Retention Strategies for success Information fluency Generational comparisons Reactive behavior patterns Chuck, this has nothing to do with me… SoTL projects

7. Civility Higher order evaluation models Theater Manipulatives in chemistry Virtual worlds Constructive Engagement Essay Comments Faculty SoTL projects Online Persona

8. How do you maintain your teaching persona online? Bill Phillips – Center for Distributed Learning F2FOnline Who are you?

9. Higher order evaluation models in online learning: Constructive engagement Aaron Liberman – Health and Public Affairs Assessment as part of the learning process Fairer evaluationImproved student interaction Improved instructor interaction

10. Online theater Antigone Actors at UCF Actors at Bradley Audience at Bradley Audience at UCF Internet John Shafer - Theater

11. Some interesting learning models

12. An engagement model: Web 2.0

13. An authentic model: Public relations Robert French Auburn University

14. Second Life model

15. Secret Societies of the Avant-garde A Constructivist Approach to Teaching Art History 5 stages Each stage a different movement Teams receive clues Paintings, sculptures, letters Connect clues to movement Create narrative of 20 th -c art featuring their movements Ashcan American Scene Hard Edge Pop Neo Expressionism

16. Student success

18. Success Rates by Modality College of Sciences

19. Success Rates by Modality College of Arts & Humanities

20. Generations

21. Some characteristics of the generations Matures (prior to 1946) Dedicated to a job they take on Respectful of authority Place duty before pleasure Baby boomers (1946-1964) Live to work Generally optimistic Influence on policy & products Generation X (1965-1980) Work to live Clear & consistent expectations Value contributing to the whole Millennials (1981-1994) Live in the moment Expect immediacy of technology Earn money for immediate consumption

22. Non-ambivalent satisfaction with online and blended courses Gen X 1965-1980 Boomers 1946-1964 Millennial 1981-1994 n=526

23. Disruption

24. Disruptive innovation! There’s one in YOUR future!! And another one right behind it! Wayne Hodgins, 2007

25. Will massive, open online courses (MOOCs) revolutionize higher education? Sebastian Thrun Stanford University

26. Adaptive Learning

27. 52% Students perceive that RealizeIT increased their engagement with the course content 25% 0% 16% 65% 0% 6% 4% 30% Disagree Agree Strongly disagree Disagree Neither agree/disagree Agree Strongly agree PSY2012 n=112 NUR3125 n=23 Course Ambivalent

28. 37% Students indicate that given a choice, they would take another course using RealizeIT 45% 4% 8% 48% 2% 4% 7% 4% 39% Strongly disagree Disagree Neither agree/disagree Agree Strongly agree Disagree Agree PSY2012 n=112 NUR3125 n=23 Course Ambivalent

29. Students succeed (A, B, C grade) with RealizeIT comparable to other course formats n=64n=34n=167n=1422n=125n=124 98 96 83 Percent

30. Are you satisfied?

31. Student satisfaction in fully online and blended courses Percent

32. Convenience Reduced Logistic Demands Increased Learning Flexibility Technology Enhanced Learning Reduced Opportunity Costs for Education Students’ positive perceptions about online and blended learning

33. Reduced Face-to-Face Time Technology Problems Reduced Instructor Assistance Overwhelming Increased Workload Increased Opportunity Costs for Education Students’ less positive perceptions about online and blended learning

34. The Anna Karenina principle “Happy families are all alike; every unhappy family is unhappy in its own way”

35. I can’t get no….Student satisfaction Ambivalence Enriched Learning Environment Rules of Engagement Instructor Committed to Learning Respect and Concern Learning Latitude Engagement

36. Student evaluation of instruction “This guy is so boring, my pillow needs a pillow!” -Ratemyprofessor.com

37. “She is a well organized, professional teacher. She gives concrete examples and makes the assignments relevant to our classroom teaching. I would highly recommend her.” “His lectures are straight forward, yet informative. He is funny and lightens up the atmosphere and he is very knowledgeable and inspiring. He pushes students to try their best.” “His knowledge is endless. He will challenge you. His tests are difficult, but fair and accurate. His expectations are within reach, but he will push you to become a better student.” “Think of a traditional, boring, monotone professor and that is exactly what she is. Doesn’t use anything associated with technology and has ZERO personality!” “Unrealistic expectations and the material was very dry. She can be very rude at times and doesn't seem to care much for students. I do not know why she continues to teach, she seems bored and uninterested in doing it.” “Boring, biased, boring, arrogant, boring, self- absorbed—did I say boring?...” Rate My Professors: University of Central Florida

38. “She is a well organized, professional teacher. She gives concrete examples and makes the assignments relevant to our classroom teaching. I would highly recommend her.” “His lectures are straight forward, yet informative. He is funny and lightens up the atmosphere and he is very knowledgeable and inspiring. He pushes students to try their best.” “His knowledge is endless. He will challenge you. His tests are difficult, but fair and accurate. His expectations are within reach, but he will push you to become a better student.” “Think of a traditional, boring, monotone professor and that is exactly what she is. Doesn’t use anything associated with technology and has ZERO personality!” “Unrealistic expectations and the material was very dry. She can be very rude at times and doesn't seem to care much for students. I do not know why she continues to teach, she seems bored and uninterested in doing it.” “Boring, biased, boring, arrogant, boring, self- absorbed—did I say boring?...” Rate My Professors: Oakland University

39. An evaluation protocol Description of objectives Communication Expression of expectations Availability to assist Respect and concern Stimulation of interest Facilitation of learning Overall assessment Feedback Interest in learning Use of class time Organization Continuity Pace of course Assessment of your progress Texts and supplemental material

40. Facilitation of learning Communication of ideas Excellent Very Good Good Fair Poor Then... The probability of an overall rating of Excellent =.97 & The probability of an overall rating of Fair or Poor =.00 If... A decision rule for the probability of faculty member receiving an overall rating of Excellent (n=1,280,890) Respect and concern for students

41. Then... The probability of an overall rating of Poor =.90 & The probability of an overall rating of Very Good or Excellent =.00 If... A decision rule for the probability of faculty member receiving an overall rating of Poor (n=1,280,890) Facilitation of learning Communication of ideas Excellent Very Good Good Fair Poor Respect and concern for students

42. A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying rule (n=1,280,890) College Overall %Excellent If Rule %Excellent Education5999 Molecular & Microbiology5099 Health & Public Affairs5099 Arts & Humanities5999 Sciences4599 Hospitality Management4499 Business Administration4099 Engineering3999

43. Course Modality Overall %Excellent If Rule %Excellent Blended5799 Face-to-Face5499 Online5399 Lecture Capture4999 Blended LC4899 Excellent ratings by course modality for all instructors and those satisfying the rule (n=126,672)

44. A comparison of excellent ratings by class size decile unadjusted and adjusted for instructors satisfying the rule (n=1,17,664) Decile Overall %Excellent If Rule %Excellent 15497 25197 35498 45298 54697 64797 74897 84497 94497 104197

45. What could this be???.0000000000000000000001049

46. Taleb: The black swan Unpredicted 9/11 Google Harry Potter Y2K Undetectable outliers Back-filled narrative Monumental impact Retrospective prediction Market crash

47. Research Initiative for Teaching Effectiveness For more information contact: Dr. Chuck Dziuban (407) 823-5478 Charles.Dziuban@ucf.edu http://rite.ucf.edu http://www.if.ucf.edu/