1. Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments Copyright Information Copyright Karen St.Clair & Stan North Martin, 2005. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

2. Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments Karen St.Clair Faculty Center for Teaching & Learning Stan North Martin Information Technology Division

3. Session Agenda  Overview of ClassTech and the LITRE plan  Initial assessment activities  Brainstorming TLT methods in your course  Sharing results

4. ClassTech’s Roots (1)  Requests for technology percolating up to deans, dept. heads  $525M in new capital projects increasing number of classrooms by 20%  Ad Hoc Classroom Improvement Group appointed  Classroom Environment Committee expanding its focus

5. ClassTech’s Roots (2)  Implement basic technology  Support the users  Maintain the equipment  Assess the outcomes Equipment usefulness, functionality, training, support

6. Meanwhile…  Preparing NC State’s Quality Enhancement Plan — Learning in a Technology Rich Environment (LITRE) Empirical research program aimed at enhancing learning with technology opportunities available to students and faculty

7. LITRE Faculty Survey (2003)  Why: Inform recommendations of LITRE and provide baseline for future LITRE efforts  Who and What: Faculty were surveyed about their experiences with computer-based instructional and learning aids. 1,790 faculty were invited to participate in the survey. 983 did—a response rate of 55%.  Indicator: Respondents were asked what would make it easier to use the technologies that they did use in their courses: “If they were available and supported in the classrooms in which I typically teach” was chosen most often, 37% of the time.  Survey report and instrument at: http://litre.ncsu.eduhttp://litre.ncsu.edu

8. LITRE First Wave Initiatives  SCALE-UP Classroom Investment SCALE-UP  Student Group Collaboration Space (Flyspace)Flyspace  ClassTech Pilot Project ClassTech  Classroom Improvement Plan Classroom Improvement

9. ClassTech Progress To Date  10 classrooms online last Spring  19 classrooms supported in Fall  26 classrooms supported this Spring  53 anticipated next Fall

10. Assessing ClassTech—Round One  Spring 2004 Surveyed 80 instructors of the 116 sections, 43% response rate Surveyed ResNet student survey questionsurvey UPA sophomore and graduating senior surveyssurveys  Fall 2004 Surveyed 124 instructors of the 217 sections, 28% response rate Surveyed Conducted brief student survey in four classes Follow-up open-ended survey with specific faculty and interviewed several faculty

11. Back to the chalkboard…  It all funnels down to a course that an instructor teaches with the goal of students learning.

12. Approach Summary  Model UGA program review process  Literature review  Scholarship of Teaching and Learning

13. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized?

14. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized?

15. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN

16. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN

17. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN These ways of helping are pedagogy: Lecture Not lecture A combination Information technology Instructional technology Readings In class work Field work

18. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? How will you know your students have reached the ENDS? How will you know if the MEANS enabled the students’ learning? Which ways to assess, ways to evaluate will you use? How will you EVALUATE the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN These ways of helping are pedagogy: Lecture Not lecture A combination Information technology Instructional technology Readings In class work Field work

19. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? How will you know your students have reached the ENDS? How will you know if the MEANS enabled the students’ learning? Which ways to assess, ways to evaluate will you use? How will you EVALUATE the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN These ways of helping are pedagogy: Lecture Not lecture A combination Information technology Instructional technology Readings In class work Field work Written work Examinations Quizzes Class participation Homework Projects

20. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? How will you know your students have reached the ENDS? How will you know if the MEANS enabled the students’ learning? Which ways to assess, ways to evaluate will you use? How will you EVALUATE the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN These ways of helping are pedagogy: Lecture Not lecture A combination Information technology Instructional technology Readings In class work Field work Written work Examinations Quizzes Class participation Homework Projects FIRST: How can we incorporate the available technology into the outcomes, pedagogy, and the evaluations?

21. What is the main thing you hope students will take away from your course, and still have with them five years from now? What is your GOAL? What do you intend students to know, (or possibly do, or feel) at the end of the course? What do you intend for them to learn? What are the ENDS? How are you going help students reach the ENDS? What instructional methods are you going to use? What tools will you use? What learning experiences are you going to arrange? What are the MEANS? How will you know your students have reached the ENDS? How will you know if the MEANS enabled the students’ learning? Which ways to assess, ways to evaluate will you use? How will you EVALUATE the ENDS? Do you have a way to find out whether or not your students still have what you wanted them to have? Was your GOAL realized? These intentions are called: Learning Outcomes Intended Outcomes Expressive Outcomes Objectives Instructional Objectives Course Objectives Educational Objectives Global Objectives Indicators... They are stated this way: Students will know how to (or will have learned to, or will be able to)... VERB NOUN These ways of helping are pedagogy: Lecture Not lecture A combination Information technology Instructional technology Readings In class work Field work Written work Examinations Quizzes Class participation Homework Projects How can we incorporate the available technology into the outcomes, pedagogy, and the evaluations? SECOND: Create plans to compare several outcomes, pedagogy and evaluations with and without technology.

22. Assessing ClassTech—Round Two  More deliberate assessment planning  Revised research questions  Faculty Learning Community

23. Changing level of importance Spring 2004 Fall 2004

24. ClassTech Pilot Assessment  Does it enhance learning? “It reaches more learning styles.” “It ‘forced’ students to take more active role in the class and their learning” “I don't imagine it's made a terribly significant difference.”  ResNet student survey (not representative) 88% said use of technology in the classroom enhanced their ability to learn the material somewhat (38%) or a lot (50%) Mixed comments on use of tools such as PowerPoint

25. ClassTech Pilot Assessment  Does it enhance teaching? “Having the technology has allowed me to use more complex diagrams and multimedia resources that enhance exposure to material.” “Setup time [was] reduced dramatically when I needed to use a computer.” “I don't have to provide so many handouts. Online material can be accessed during class!” “I felt a little awkward at times because I was unsure of how to use the technology most effectively.”

26. ClassTech – Next Steps  Continuing Assessment—Phase II Exploring how classroom technology impacts course structure, objectives, learning outcomes, and student achievement.  Ongoing training / workshops / shootouts For faculty and campus support personnel  CEC proposal funded Maintenance and support for new and renovated bond classrooms Outfit 14 additional ClassTech rooms  Working with Facilities on Phase I Bond projects