Post on 14-Dec-2015
Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments
Copyright InformationCopyright 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.
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
Session Agenda
Overview of ClassTech and the LITRE plan
Initial assessment activities Brainstorming TLT methods
in your course Sharing results
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
ClassTech’s Roots (2)
Implement basic technology
Support the users
Maintain the equipment
Assess the outcomes
Equipment usefulness, functionality, training, support
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
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.edu
LITRE First Wave Initiatives
SCALE-UP Classroom Investment
Student Group Collaboration Space (Flyspace)
ClassTech Pilot Project
Classroom Improvement Plan
ClassTech Progress To Date 10 classrooms
online last Spring
19 classrooms supported in Fall
26 classrooms supported this Spring
53 anticipated next Fall
Assessing ClassTech—Round One Spring 2004
Surveyed 80 instructors of the 116 sections, 43% response rate
ResNet student survey question UPA sophomore and graduating senior surveys
Fall 2004 Surveyed 124 instructors of the 217 sections,
28% response rate Conducted brief student survey in four classes Follow-up open-ended survey with
specific faculty and interviewed several faculty
Back to the chalkboard…
It all funnels down to a course that an instructor teaches with the goal of students learning.
Approach Summary
Model UGA program review process
Literature review
Scholarship of Teaching and Learning
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?
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?
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . They are stated
this way:Students will know how to (or will have learned to, or will be
able to) . . . VERB NOUN
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . They are stated
this way:Students will know how to (or will have learned to, or will be
able to) . . . VERB NOUN
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . 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:
LectureNot lecture
A combinationInformation technology
Instructional technologyReadings
In class workField work
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . 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:
LectureNot lecture
A combinationInformation technology
Instructional technologyReadings
In class workField work
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . 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:
LectureNot lecture
A combinationInformation technology
Instructional technologyReadings
In class workField work
Written workExaminations
QuizzesClass participation
HomeworkProjects
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . 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:
LectureNot lecture
A combinationInformation technology
Instructional technologyReadings
In class workField work
Written workExaminations
QuizzesClass participation
HomeworkProjects
FIRST:
How can we incorporate the available technology into the
outcomes, pedagogy, and the evaluations?
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 OutcomesIntended Outcomes
Expressive OutcomesObjectives
Instructional Objectives
Course ObjectivesEducational Objectives
Global ObjectivesIndicators
. . . 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:
LectureNot lecture
A combinationInformation technology
Instructional technologyReadings
In class workField work
Written workExaminations
QuizzesClass participation
HomeworkProjects
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.
Assessing ClassTech—Round Two
More deliberate assessment planning
Revised research questions
Faculty Learning Community
Changing level of importance
I t depends on the course
3%
Nice but not important
12%
It's not relevant to these courses
3%
I'll use it if I can count on it being
there56%
I can't teach without it
26%
I 'll use it if I can count on it being there
46%
I can't teachwithout it
49%
Nice but not important
3%
I t depends on the course
3%
Spring 2004
Fall 2004
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
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.”
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