UWM's Learning Technology Center

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About the LTC Follow @UWMLTC, twitter.com/uwmltc Preso at: http://www.slideshare.net/tjooste

description

Prepared for the Korean Fulbright delegates. Presentation give 5.17.13.

Transcript of UWM's Learning Technology Center

Page 1: UWM's Learning Technology Center

About the LTC

Follow @UWMLTC, twitter.com/uwmltc

Preso at: http://www.slideshare.net/tjoosten/

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Tech

Enh

ance

d

Blen

ded

Onl

ine

TraditionalSelf-paced

MOOCsFlex

Faculty development programs and pedagogical consultation

Technology training and support

Evaluation and research

The LTC provides faculty development and pedagogical consultation, technology training and support, and evaluation and research of an array of course delivery modes, including tech enhanced, blended, and online.

Delivery modes

What we do?

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Delivery modesTe

ch E

nhan

ced

Blen

ded

Onl

ine

TraditionalSelf-paced

MOOCsFlex

Content• Text• Images• Audio• Video

Interactivity• Discussions• Groups• Feedback

Assessment• Written and oral examination• Discursive• Portfolio

Pedagogical considerations

For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment.

The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.

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Content• Text• Images• Audio• Video

Text with images

Voiceover PowerPoint

Video capture, edit, and

distribution

Synchronous lecture

Lecture capture

Open textbook authoring

Open education resources

D2L Content, iSpring, Pinnacle, MediaSpace, D2L Online Rooms, BB Collaborate, Camtasia Relay, Delicious/Diigo, Pinterest, YouTube, Vimeo, Flickr, and many open resources

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Interactivity• Discussions• Groups• Feedback

Asynchronous Discussion

Video Chat

Text-based Chat

Document Collaboration

Blogs and Microblogs

Student Response Systems

Social Media

D2L Discussions, D2L Groups, D2L Online Rooms, BB Collaborate, TurningPoint Clickers, Twitter, Blogger, Facebook, Google Docs, Google Hangouts

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Assessment• Written examination• Oral examination• Discursive

Blueprints

Exam Development

Item Writing and

Development

Criterion-referenced

testing

Discursive

Reflection

Production

D2L Quizzing, D2L ePortfolio, D2L Dropbox, D2L Rubrics, D2L Competencies, Learn@UW Import Tool Respondus, iPad Assignment Grader, SPSS, Winsteps

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UW-Milwaukee Faculty Development Program:

Purpose | Format | Outcomes

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Overall purpose or goals

• Design, develop, teach, and advocate for blended courses

• A practical approach – Get started– Redesign course– Develop course material– Acquire teaching skills

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Program format

• Taught in a blended format and in multiple formats

during the academic year

• Face-to-face meetings and online assignments

– Model good blended practices

– Experience blended course as a student

– Effective teaching model

• Experienced blended teachers are program facilitators

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Schematic of Faculty Development Program

1stface-to-face

session

Out-of-class assignment

and discussion(learning module)

2ndface-to-face

session

Out-of-class assignment

and discussion(assessment

plan)

Out-of-class activity

and discussion (syllabus)

Friday Friday

Wednesday WednesdaySunday

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Program activities

• Presentation, demonstration, small-group activities, facilitator feedback, peer feedback, online discussion, consultation

• Emphasis on faculty “active learning”– Discussing– Questioning– Developing

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Six Main Program Outcomes

1. Start of a redesigned course– Course redesign plan– Course syllabus– Learning modules

2. New teaching skills and knowledge– Building a learning community– Assessment of student learning

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Six Main Program Outcomes

3. Re-examine both face-to-face and online component

4. Faculty know what to expect– Student expectations

– Technology issues

– Teaching challenges

5. Faculty get their questions answered

6. Faculty make an early start on course development

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• Ten questions • Online vs. F2F - Integration• Designing learning modules

• Decision rubric for content choices

• Learning objects

Course Content

• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation

Course Evaluation

• Rubrics• CATs• Templates • Traditional formats

Assessment Plan

• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups

Online Learning Community

• Managing expectations• Time management• Technology support

Helping Your Students

• Staying organized• Managing workload• Avoiding course and a half

Course Management

Course Redesign

Transitioning to blended Teaching

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Digital Content

AssessmentInteractivity

Learning Experiences

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An array of journeys to degree

Degree

Open Access

Flex

BlendedSelf-

paced

Traditional Online

Providing you more access and a choice in planning your flexible journey to degree through –blended, open access, flex, self-paced, and traditional online – courses and program.

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LTC initiatives

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Open textbook authoring

Mobile devices Video sharing eTexts0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Very interested Somewhat interested NeutralSomewhat uninterested Very uninterested

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Open Textbook Authoring

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Mobile Learning

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Video Sharing

http://www.youtube.com/UWMLTC

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eTexts

• Courseload Pilot

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Learner Analytics

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Learning Space Research

RFP

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Virtual Teaching Commons

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www.Desire2Learn.com

eCommerce

Open registration, course enrollment, and revenue gathering

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Unconference.uwm.edu

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Sloan-C Blended Learning Conference and Workshop

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Recent Publications

Joosten, T., Barth, D., Harness, L., & Weber, N. (2013, anticipated) Impact of blended faculty development. In Research perspectives in blended learning (Eds . Anthony G. Picciano, Charles D. Dziuban, and Charles R. Graham). Taylor and Francis.

Joosten, T., Pasquini, L, & Harness, L. (2013). Guiding institutions use of social media. Planning for Higher Education, 41, 2.

Joosten, T. (2012). Social media for educators. Wiley/Jossey-Bass, San Francisco.

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Upcoming Presentations2013, July 8th. Strategies to ensure quality in online and blended courses. Workshop. Sloan Consortium Blended Workshop and Conference. Milwaukee, WI.

2013, July 9th. Using MOOCs for Blended Learning. Featured Session. Sloan Consortium Blended Workshop and Conference. Milwaukee, WI.

2013, August 7th. Strategies to ensure quality in online and blended courses. Workshop. Annual Distance Teaching and Learning Conference. Madison, WI.

2013, August 8th. Survey says! Uncovering faculty support needs and instructional technology preferences .Annual Distance Teaching and Learning Conference. Madison, WI.

2013, October 15th. Ensuring quality in online and blended programs. Workshop. EDUCAUSE Annual Conference, Boston, MA.

2013, October 15th. Social media for teaching and learning. Workshop. EDUCAUSE Annual Online Conference, Boston, MA.

2013, November 22nd. The flipped classroom: Taking advantage of renewed opportunities. Workshop. Sloan Consortium International Conference for Online Learning. Orlando, FL.

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