Technology in the Classroom: A Working Discussion Group Nelson C. Baker, Ph.D. Georgia Tech SUCCEED...
Transcript of Technology in the Classroom: A Working Discussion Group Nelson C. Baker, Ph.D. Georgia Tech SUCCEED...
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Technology in the Classroom: A Working Discussion Group
Nelson C. Baker, Ph.D.
Georgia Tech
SUCCEED
College of EngineeringCETL, OIT-Educational Technologies
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Outline
• Introduction
• SUCCEED Activities
• WebCT; Melissa Bachman
• CoWeb; Mark Guzdial
• ECE Core Courses; Barnwell & McClellan
• Classroom 2000; Gregory Abowd
• Discussion
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Objectives
• Discussion Forum for those using, creating, developing, and maintaining educational materials that use technology.
• Provide mechanism for faculty to learn these ideas/techniques and their impacts
• Foster environment to share results and lessons learned from implementations and research.
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Today’s Objectives
• Continue discussions on edutech-friends email list
• See demonstrations of educational technology here at GT
• Share ideas & experiences from using technology for learning
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Outline
• Introduction
• SUCCEED Activities
• WebCT; Melissa Bachman
• CoWeb; Mark Guzdial
• ECE Core Courses; Barnwell & McClellan
• Classroom 2000; Gregory Abowd
• Discussion
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SUCCEED Activities
• Student Transitions - Gordon Moore, OMED
• Assessment - Jack Marr, Psychology
• Technology-based Curriculum Delivery - Jim McClellan, ECE
• Faculty Develoment - Nelson Baker, CEE
• Campus Implementation Team Leader - Jack Lohmann, COE
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SUCCEED Faculty Development
• Effective Teaching Workshops– Active Learning– Cooperative Learning– Student Learning Styles– Faculty Teaching Styles– Developing Educational Objectives– Effective Testing– Creating new courses
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SUCCEED Faculty Development
• Effective Teaching with Technology Workshops– Use of technology– Web page creation strategies– Integration strategies of technology in the classroom
• Mentoring Workshops• Discussions between 8 SUCCEED universities
and another 5+ universities
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Faculty Development Viewpoint
• Engineering students did come not to Georgia Tech, knowing their subject(s), but came to learn.
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Faculty Development Viewpoint
• Engineering students did come not to Georgia Tech, knowing their subject(s), but came to learn.
• Engineering faculty did not study how to be educators, they replicate the techniques they have seen or learned over time.
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Faculty Development Viewpoint
• Engineering students did come not to Georgia Tech, knowing their subject(s), but came to learn.
• Engineering faculty did not study how to be educators, they replicate the techniques they have seen or learned over time.
• Use of technology is changing our learning environments reach and capabilities.
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Overview
• Many of you are currently using technology
• Your students are using the Web
• How well is it working?
• Can you utilize the technology and the Web more effectively?
• Where should this technology be utilized and where is it better to shy away?
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Assessments with Technology
• Lower quartile students improve greatly
• Little difference in upper quartile students
• Less time on task for same level of comprehension as measured by exams
• Initial increase in motivation, but fades
• Group decisions made electronically can be “ignored” or forgotten
• Access is critical factor in usage
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Questions
• Who are our students?
• How do they learn?
• How do we educate?
• What can we say about the learning process?
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Learning Styles
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Technology Impacts
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Web Impacts for All Learners
• Need for good organization and navigation
• Quick down load times
• Current information
• Value added quality information
• Frequent responses
• Collaboration
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Methods to assist different learning styles
• Inductive Learners need motivation
• Deductive Learners need applications
• Visual Learners need the graphics/pictures
• Active learners need both interaction with the pages and collaboration groups
• Inclusion of related Theory, Problems, Examples, and Real-world Cases
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Teaching Class Material
• Bloom’s Taxonomy:– Knowledge– Comprehension– Application– Analysis– Synthesis– Evaluation
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Web Impact to Teaching
• Assists with lower three levels of Bloom’s taxonomy easily
• Upper levels difficult to achieve without extensive interactions & collaborations
• Understanding these issues can greatly impact how and where the web is utilized in learning activities
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Learning Activities for Web
• Use in class as part of instructor and student presentations
• Assign homework with the web to introduce information that you want them to see
• Assign research activities that use the web
• Include external electronic course additions such as web sites and “lectures”
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Traits of Effective Web Pages
• Use of Examples (shows applications)
• Use of Cases (assists with knowledge transfer)
• Use of Audio Summary (different stimulus)
• Use of interaction (maintains attention and allows active learning)
• Quick down-load times
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Traits of Effective Web Pages
• Well organized
• Ability to navigate in multiple fashions
• Global integration of content
• Inclusion of collaboration mechanisms to maintain community
• Samples of previous student work & discussions
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Methods/Issues for Site Creation
• Much planning to do BEFORE using software tools
• Material gathering & organization
• Use of software page creation tools
• Assessment
• Refinement
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Thoughts for Web-based Class
• Design with a team approach
• Include significant amounts of readings
• Include collaboration activities (chat rooms, email, discussion news groups, etc.)
• Statement of academic integrity
• Frequent assessment of how class is doing and what they should have covered
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Outline
• Introduction
• SUCCEED Activities
• WebCT; Melissa Bachman
• CoWeb; Mark Guzdial
• ECE Core Courses; Barnwell & McClellan
• Classroom 2000; Gregory Abowd
• Discussion
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How to Start?
• Locate campus resources for assisting
• Provide visual information to supplement class. Link these with class activities.
• Provide communication methods for students.
• Provide samples of previous student assignments and example problems.
• Implement iteratively over time
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Challenges
• At least 3 main areas:– Educational for students– Educational for faculty– Institutional
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Education - Student Challenges
• Student Expectations– Production quality– personal vs. computer instruction– learning computer interface rather than content
• Vertical migration of information
• Educational objectives rather than course
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Education - Faculty Challenges
• Learning time for faculty to use/incorporate
• Development time for faculty
• Incentives to spend the time needed
• “Fears” of not-in-control of knowledge dissemination
• Lack of peer reviews
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Institutional Challenges
• Availability of equipped classrooms
• Ability to do long term assessments
• Contextual influences on assessments
• Maintenance of site/software/information (and funding to do so)
• Orchestrating support staff and faculty
• Incorporating into mainstream (scale-up, time, resources)
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Summary
• Excellent supplement to classroom material
• Engages many students, especially visual learners
• Audio summaries & Collaboration
• Must give development proper thought
• Navigation can be critical
• Many ways to provide access to global information