1. NFI Workshop, Oct 15, 2010 Sponsored by PD & Title V Grants 1

2. Technology in the Classroom Contact Info: Professional Development Evelyn Escatiola, escatie@elac.eduescatie@elac.edu Title V Tech Grant Harry Lord, lordhc@elac.edulordhc@elac.edu Kevin Huotari, huotark@elac.eduhuotark@elac.edu 2

3. What is Learning? Definitions of learning, on the Web the cognitive process of acquiring skill or knowledge; "the child's acquisition of language" eruditeness: profound scholarly knowledge wordnetweb.princeton.edu/perl/webwn wordnetweb.princeton.edu/perl/webwn Learning is acquiring new knowledge, behaviors, skills, values or preferences. It may involve processing different types of information.... en.wikipedia.org/wiki/Learning en.wikipedia.org/wiki/Learning An act in which something is learned; Accumulated knowledge; Something that has been learned en.wiktionary.org/wiki/learning en.wiktionary.org/wiki/learning 3

4. Effective Learning Practices In these workshops we will explore many different “effective practices”., including those illustrated here. Chickering and Gamson in March 1987 laid out 7 Principles for Good Practice in Undergraduate Education, see http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princ ip.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princ ip.htm They proposed the following good practices in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. 4

5. Effective Learning Practices We want to introduce now one facilitation tool set for employing effective practices. That is the use of an online Learning Management System (LMS), sometimes called CMS or VLE. What’s an LMS? One response is http://searchcio.techtarget.com/sDefinition/0,,sid182_gci798202,00.html http://searchcio.techtarget.com/sDefinition/0,,sid182_gci798202,00.html We are going to introduce Moodle as an LMS to support your face-to-face classes. 5

6. Effective Learning Practices Why use an LMS? The Dept. of Ed. meta-analysis Found that, “Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction,” http://www2.ed.gov/rschstat/eval/tech/evidence-based- practices/finalreport.pdfhttp://www2.ed.gov/rschstat/eval/tech/evidence-based- practices/finalreport.pdf 6

7. Possible Benefits of an LMS So what is going on? The addition of an LMS to an existing course offers: - Continued learning outside of the classroom, asynchronous learning, (more time on task); the instructor can publish (or link to existing URLs with) lectures as well as tutorials and worksheets for the students to practice. - With lectures posted before class, the instructor can require students to review and discuss their understanding in the classroom, creating a more active learning environment. - Allows online submission of assignments, online testing and online distribution of grades. 7

8. Possible Benefits of an LMS - Student to faculty interactions (outside of the classroom), and student to student interactions, creating the possibility of small group interactions & learning; the instructor can set up threaded Discussion Forums or Wikis, and can require reflections on readings. - Helps to create a sense of (a learning) community, where students and instructor are together creating and utilizing resources to facilitate the student’s learning. - And today many students expect this support and learning enrichment. 8

9. The Learning Pyramid One more supporting link is the purported “Learning Pyramid” illustrating average retentions rates from various learning exercises, http://sydney.edu.au/engine ering/civil/current/undergrad uate/learning.shtml http://sydney.edu.au/engine ering/civil/current/undergrad uate/learning.shtml Note the greater the student’s personal involvement, the greater the retention. Unfortunately, further research does NOT necessarily support the details. 9

10. The Learning Pyramid, 2 Rutger van de Sande, Fontys University of Applied Sciences, Tilburg, The Netherlands tried to duplicate the data, http://knol.google.com/k/people- remember-10-of-what-they- read#Where_did_the learning_pyramid come_from?http://knol.google.com/k/people- remember-10-of-what-they- read#Where_did_the learning_pyramid come_from? and came up with the following results: 10

11. Learning Resources LACCD Student Success Network http://laccdsuccessnet.wetpaint.com/ Calif. Community Colleges Success Network http://3csn.org/ The Carnegie Foundation http://www.carnegiefoundation.org/ http://www.carnegiefoundation.org/ Edutopia, http://www.edutopia.org/http://www.edutopia.org/ 11

12. Word Cloud http://www.wordle.net/ 12

13. Guidelines on Learning that Inform Teaching, with References The Univ. of New So. Wales Sydney, Australia http://www.guidelinesonlearning.uns w.edu.au/references.cfm 13 Adrian Lee

14. Engaging Students in Learning 1.Effective learning is supported when students are actively engaged in the learning process. (a constructivist* theory) 2.Effective learning is supported by a climate of inquiry where students feel appropriately challenged and activities are linked to research and scholarship. 3.Activities that are interesting and challenging, but that also create opportunities for students to have fun, can enhance the learning experience. 4.Structured occasions for reflection allow students to explore their experiences, challenge current beliefs and develop new practices and understandings. 14

15. Contextualising Students' Learning* Experiences 5. Learning is more effective when students' prior experience and knowledge are recognized and built on. 6. Students become more engaged in the learning process if they can see the relevance of their studies to professional, disciplinary and/or personal contexts. 7. If dialogue is encouraged between students and teachers and among students (in and out of class), thus creating a community of learners, student motivation and engagement can be increased. 15

16. Creating an Inclusive Learning and Teaching Experience 8. The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. 9. Students learn in different ways and their learning can be better supported by the use of multiple teaching methods and modes of instruction (visual, auditory, kinesthetic, and read/write). 16

17. Designing an Engaging, Contextualised, and Inclusive Curriculum 10. Clearly articulated expectations, goals, learning outcomes, and course requirements increase student motivation and improve learning. (prepare an encompassing Syllabus) 11. When students are encouraged to take responsibility for their own learning, they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation. 12. Graduate attributes - the qualities and skills the university hopes its students will develop as a result of their university studies - are most effectively learned in a disciplinary context. 17

18. Teaching an Engaging, Contextualised, and Inclusive Curriculum 13. Learning can be enhanced and independent learning skills developed through appropriate use of information and communication technologies. 14. Learning cooperatively with peers - rather than in an individualistic or competitive way - may help students to develop interpersonal, professional, and cognitive skills to a higher level. 15. Effective learning is facilitated by assessment practices and other student learning activities that are designed to support the achievement of desired learning outcomes. 16. Meaningful and timely feedback to students improves learning. 18

19. Learning Project This is an online project. Select a “Best Practices” (slides 14 to 18), Create a written discussion of how you propose to use this in your class, and add to the Best Practices Discussion Forum (online) Respond/Comment on at least two other postings & Add to your ePortfolio. 19 Professional Learning Series, FA 10

20. Link from ACE to Moodle On the right hand side of the class site 20

21. Moodle site http://moodle.elac.edu 21

22. Create a Moodle Account Step one create an account, Step two, confirm your e-mail address (often a problem for students; have them contact me), Step three, when ready to use for a class, send me an email with your class name, #, section # and your name and I will create a Moodle shell (site) for you. 22

23. Moodle (moodle.elac.edu) Login, click on Prof Dev Coursework 23

24. Moodle (moodle.elac.edu) click on New Faculty Institute You will join this site as a student. 24

25. Moodle Here you will find the Discussion Forums, and Class Material. 25