1. Department of Psychology University of Alberta Maybe We Should Resist: Grappling With Issues in Technology and Instructional Innovation Connie K. Varnhagen

2. Department of Psychology University of Alberta Vision for the Future of Instruction By the year 2000, “The University of Alberta will incorporate a learner-centered instructional model which integrates multi-media and technology-based delivery methods…” 1995 Senate Task Force on Technology and Learning

3. Department of Psychology University of Alberta What’s Wrong With This Vision? Technology for the sake of technology should not be the driving force behind innovation ºFaculty are resistant to change ºStudents are resistant to change ºUnprincipled change tends to fail

4. Department of Psychology University of Alberta But Curriculum Reform Is Necessary Needs of a changing student population Disseminate information from a changing discipline Maintain academic excellence in a climate of fiscal restraint

5. Department of Psychology University of Alberta Our Approach Objectives and Goals of the Undergraduate Curriculum Framework of Learning Outcomes for Introductory Psychology Content analysis of Introductory Psychology Develop supplementary materials

6. Department of Psychology University of Alberta Objectives and Goals of the Undergraduate Curriculum Initial statement passed by Faculty Council, September, 1997 Posted on the Web

7. Department of Psychology University of Alberta Framework of Learning Outcomes for Introductory Psychology Adopted a framework similar to that used by the Council of Ministers of Education, Canada Identified Learning Outcomes Classified as Knowledge, Skills, Attitudes Determined Levels of Evaluation

8. Department of Psychology University of Alberta Knowledge, Skills, Attitudes Students will construct knowledge and understandings of concepts in psychology and apply these understandings to interpret, integrate, and extend their knowledge. Students will develop the skills required for scientific inquiry, for solving problems, for communicating scientific ideas and results, and for making informed decisions. Students will be encouraged to develop attitudes that support the responsible acquisition and application of psychological knowledge to the benefit of self and society.

9. Department of Psychology University of Alberta Levels of Evaluation Hierarchical taxonomy ºrecognize ºidentify ºdescribe ºrelate ºcompare/trace ºanalyze (decompose, synthesize, apply) ºevaluate

10. Department of Psychology University of Alberta Example

11. Department of Psychology University of Alberta Content analysis of Introductory Psychology Informal content analysis related to Learning Outcomes for Introductory Psychology Mismatches identified ºe.g., Knowledge objective regarding empirical reports, yet students only read the textbook Develop supplemental materials

12. Department of Psychology University of Alberta Supplemental Materials We chose to develop Internet-based supplements ºModifiable ºDistributed ºAsynchronous ºInteractive ºAccessible

13. Department of Psychology University of Alberta Examples Reading the Research ºStudents should demonstrate a knowledge of the hierarchy of ideas implicit in a technical exposition. Sites to Visit ºStudents should understand that psychology is driven by questions about a wide range of psychological processes.

14. Department of Psychology University of Alberta Reading the Research Objective: Provide students with exposure to empirical research. Objective: Help students learn how to read reports of empirical research. Example: Formative evaluation at GMCC

15. Department of Psychology University of Alberta Formative Evaluation Two small classes of experimental psychology Completed the module during the lab Knowledge pre-test and post-test Computer skills and access survey at the beginning of the term Attitude survey

16. Department of Psychology University of Alberta Skills and Access Students rated themselves as “moderately comfortable” working on computers Students rated themselves as having a “fair” skill level on word processing, e-mail, using the Web 63% had a computer at home 26% had home access to the Internet

17. Department of Psychology University of Alberta Attitude Survey Students had a “somewhat positive” impression of the module. Students found the module º“Interesting” º“Enjoyable” º“Worthwhile” º“Enhanced” comprehension

18. Department of Psychology University of Alberta Attitudes Moderated by Skill Students who were more comfortable with computers had a more positive overall impression of the module. Students who were less comfortable with computers found the module more enjoyable.

19. Department of Psychology University of Alberta Sites to Visit Objective: Expose students to psychological principles and practices. Objective: Develop critical thinking skills. Objective: Develop communication skills. Example: Pilot of Sites to Visit in Intersession, 1998

20. Department of Psychology University of Alberta Evaluation In Progress Small class Synchronous discussion Computer skills survey at the beginning of the term Short evaluation of each Site Attitude survey at the end of the term

21. Department of Psychology University of Alberta Skills Students rated themselves as “moderately comfortable” working on computers Students rated themselves as having a “good” skill level on word processing and e- mail, and “fair” skill level using the Web Students indicated they were “interested” in using the Internet supplement as a part of the course.

22. Department of Psychology University of Alberta Anecdotal Evaluation Site reviews are generally positive Discussion is moderately intellectual Overall impression is quite positive

23. Department of Psychology University of Alberta intro psych Experimental courses in Introductory Psychology, Fall - Winter, 1998 - 1999 Evaluation: ºAttitude ºLearning Outcome ºLong-term tracking Extension

24. Department of Psychology University of Alberta Conclusion: Developing Successful Instructional Technology Objectives Rationale Content Analysis Formative Evaluation Good P.R.