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Reengineering education through technology

Reengineering education through technology. CCSU Faculty Presentation August 28, 2012. Prevailing Model of Instruction in Higher Education. “Cottage-Industry Course Model” (Mehaffy) Each course is designed, delivered, and assessed by an individual faculty member.

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Reengineering education through technology

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  1. Reengineering education through technology CCSU Faculty Presentation August 28, 2012

  2. Prevailing Model of Instruction in Higher Education • “Cottage-Industry Course Model” (Mehaffy) • Each course is designed, delivered, and assessed by an individual faculty member. • If institutions offer an average of four sections of an introductory general education course, approximately 16,000 separate sections of this course will be designed, delivered, and assessed—as if this course had never been taught before. • Instructor as originator of course content • Lecture as most prevalent mode of delivery • Courses have specified number of contact hours • Overall student performance assigned final grade

  3. Alternative CourseModels • Free online courses (e.g., EdX, MOOCs, Coursera) • Low-cost online courses (e.g., Straighterlinewww.straighterline.com; Udacitywww.udacity.com) • Pre-packaged digitized course shell and content (www.aascu.org/GlobalChallenges/)

  4. Flipped Classrooms • Mastery-based, adaptive learning models (e.g., Knewton) • Online Learning Initiative

  5. Knewton’s Adaptive Learning Adaptive learning supports mastery-based learning, a school of teaching founded on the idea that student progression through a course should be dependent on proficiency as opposed to the amount of time spent on academic work. Knewton Math Readiness, for example, is designed to present students with personal learning paths as it continually assesses their mathematical proficiency and adapts accordingly. Lessons consist of videos, online textbook selections, and lesson quizzes.

  6. www.knewton.com

  7. Carnegie Mellon’s Online Learning Initiative (oli.cmu.edu/) • Provides online content and evaluation for independent learning or to support a course • Provides constant feedback to students and teachers about progress and mastery of concepts • Students in OLI courses achieved the same or better learning outcomes in half the time of students enrolled in traditional course

  8. Open Learning Initiative http://oli.cmu.edu)

  9. Digital Repositories • Multimedia Educational Resource for Learning and Online Teaching (www.merlot.org) • TED Talks (www.ted.com) • Khan Academy (www.khanacademy.org)

  10. http://www.youtube.com/watch?v=gM95HHI4gLk

  11. Learning Analytics • Degree Compass • MAP-Works (www.webebi.com/retention) • Rio PACE • Course Signals (www.itap.purdue.edu/learning/tools/signals)

  12. Course Signals www.youtube.com/watch?v=KxYewO9iAgw

  13. Characteristics of Technologically Enhanced Learning Environments • Online delivery of course content • Competency-based model of student learning • Use of learning analytics to monitor student progress • Individualized interventions; increased student teacher interaction • Self-paced learning • Partnerships with private vendors

  14. Homegrown Innovations • Insurance & Financial Services Initiative • Modern Language Videoconferencing Project • Academic Map Project • Ad Astra Course Projections

  15. How we can use technology to enhance student learning • Use Blackboard Learn and encourage colleagues to do so; integrate online resources to deliver content • Design hybrid courses that “flip” the classroom • Focus on defining and documenting student learning in terms of specific competencies; consider having students contribute to an electronic portfolio

  16. Aspirational goal • Strengthen online education • Establish Distance Learning Committee • Develop Strategic Plan for Online Education • Develop Online and Hybrid Course Policies • Develop Repository of Digital Resources • Provide Professional development for online instruction • Develop and implement measures for assessing online and hybrid courses

  17. References • Christensen, Clayton M. and Henry J. Eyring, The Innovative University: Changing the DNA of Higher Education from the Inside Out. San Francisco: Jossey-Bass, 2011. • Davis, Michelle R., “Finding their Way to Completion. Graduation rates can improve with a push from universities.” Public Purpose (Spring 2012): 2-5. • DiSlavio, Phillip, “Shifting Landscapes, Changing Assumptions Reshape Higher Ed,” NEBHE Journal (June 11, 2012). • Mehaffy, George L. “Challenge and Change.” EDUCAUSE Review, vol. 47, no. 5 (September/October 2012).

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