Student-Faculty Partnerships in Technology with a Twist

1. Student-FacultyPartnerships in Technologywith a Twist “To be self-determined is to endorse one’s actions at the highest level of reflection. When one is self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing.” -Ryan and Deci www.psych.rochester.edu/SDT/

2. DCC Partnerships in Technology The Teaching Learning Center’s Partnerships in Technology Program at Dutchess Community College is a faculty development program that addresses the increasing need to include electronic formats of course content and management, methods of multimedia instructional delivery (learning objects),and online social participatory learning venues in the traditional and online classroom through learning and support partnerships between DCC faculty and students.

3. Components for Students • Project Management with faculty (ADDIE process) • Peer to Peer Training • CV/Resume and e-Portfolio (main motivator) • Capstone Project – The use of Web 2.0 Technologies in the Classroom - research, promote, demonstrate, provided resources and train staff

4. Project Management - Students • assist faculty with projects through analysis of faculty needs, desires and technical skills. • design and develop a project with faculty and focus on desired outcomes as outlined by faculty. • assist faculty in the implementation of the project in the classroom and are involved in the evaluation process of the project. • ADDIE – Instructional Design Model

5. Project Management - Students • train faculty to master software used to create and maintain project. • provide faculty with resources and references related to the project and course topic. • promote Web 2.0 technologies through website and printed resources, one-on-one sessions and in-house workshops designed, developed and implemented by them.

6. Peer to Peer TrainingStudents work collaboratively on • training the new students on lab procedures, operations, and maintenance. • learning various software applications, including the course management system. • planning and designing instructional support and training for DCC faculty and staff. • researching emerging technologies and raising awareness of the use of Web 2.0 technologies in the DCC classrooms and academic departments.

7. Resume and Electronic Portfolio • Student partners will complete the program with a practical understanding of the role and use of technology in their professional area of specialization and complete a professional resume and e-Portfolio that demonstrates their knowledge of technology in education and the workplace. • Capstone Project – (ADDIE) driving force behind the use of Web 2.0 technologies in the classroom

8. Components for Faculty • Request a project • Engage in Project Management (ADDIE) with the student • Review of project and a letter of recommendation for student partner’s resume and e-Portfolio

9. Project Management - Faculty • serve as professional career role models for students. • expose students to the professional initiatives, educational responsibilities, organizational and management requirements, varied methods of instruction and personal dedication of educators. • allow students to experience, hands-on, the professional world of an educator.

10. The Twist:The Self-Determination Theory • The theory developed from over 30 years of psychological research done by Ed Deci, Richard M. Ryan (the dynamic duo in motivational research), University of Rochester.www.psych.rochester.edu/SDT/theory.html • Self-determination refers to the attitudes and abilities required to act as the “primary causal agent” in one’s life and to make choices regarding one’s actions free from undue external influence or interference” -Wehmeyer (1992) • www.rcep7.org/MoreThanAJob/Mod1/01%20Definition.htm

11. WHYThe Twist? With the Twist applied, the students • were committed to work schedules, completion of projects and overall maintenance and operations of lab facilities, help desk and course management system; • assumed a professional working attitude; and • professionally handled and maintained confidential information, documents and records with honesty and integrity on their own. WHY?The Twist promotes a sense of contribution and ownership over the day-to day operations and responsibilities of The Teaching Learning Center.

12. Self-Determination An act or event is self-determined if the individual’s action(s) reflects four essential characteristics: • the individual acted autonomously, • the behaviors were self-regulated behavior, • the person initiated and responded to event(s) in a ‘psychologically empowered’ manner, and • the person acted in a self-realizing manner”-Wehmeyer (1992) www.rcep7.org/MoreThanAJob/Mod1/01%20Definition.htm

13. Self-Determination Components What motivates human behavior? • competence • autonomy • relatedness When these three needs are met, students are more intrinsically motivated and actively engaged in their learning and committed to perform.

14. Competence the state of being proper and rightly pertinent, possessing adequate ability or qualities. • Students experience competence whenchallenged and given prompt feedback. • Friday review sessions provide an opportunity to analyze project progress and provide feedback.

15. Autonomy the quality or state of being self-governing, self-directing freedom and especially moral independence. Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems.

16. Relatedness the quality or state of being connected by reason of an established or discoverable relation. Students experience relatedness when they perceive others listening and responding to them.

17. Intrinsic vs Extrinsic Motivation Comparisons between people whose motivation is authentic, literally, self-authored or endorsed (intrinsic), and those who are merely externally controlled (extrinsic) for an action typically reveal that the former, relative to the latter, have more interest excitement, and confidence, which in turn is manifest both as enhanced performance, persistence, and creativity. -Deci & Ryan, 1991

18. Intrinsic motivation is created when the • goals and rewards of planning, developing and completing a project are meaningful to the student and creates a new level of learning and accomplishment • development and successful completion of the project is important to the student • project development assists the student in obtaining valued accomplishments • project development assists the student in integrating themselves with the world, with others, and promotesself-awareness

19. The Partnerships Program’s Intrinsic Motivators are the letters of recommendation from the faculty and their ePortfolio on Epsilenwww.epsilen.com

20. At the start of the program • Students designed their ePortfolios using Dreamweaver and FrontPage. • The ePortfolios were stored on our Linux server in the lab • Student FrontPage ePortfolio didn’t have immediate online exposure • The ePortfolio was a Friday meeting chore FrontPage faculty.sunydutchess.edu/mahoney Epsilen mahoney.sunydutchess.epsilen.com

21. In May we started using Epsilen • Epsilen gave them a design template that made sense to them • They were comfortable with a social operating system. • They can could see their portfolios were visited by students and faculty from other universities • Self-esteem soared and motivation rose to new heights. wallace.sunydutchess.epsilen.com

22. Positives of The Twist • Enhances critical thinking and problem solving abilities. • Provides an opportunity to function and perform on a daily basis in a professional work setting. • Strengthens focus and motivation towards achieving an educational and career goal. • Re-enforces a success driven mind set in all areas of life. • Develops the ability to form support relationships/networks and extend them beyond the workplace into the academic, social and personal areas of life.

23. Professional Growth Noted in Student Partners • Students developed a self-determination to learn and succeed on their own. • Students improved their study habits and educational performance on their own. • Students developed professional mannerisms and communication skills on their own. • Students developed confidence in relating to others in the work place and in the classroom on their own. Epsilen ePortfolio helped them to relate to others in theacademic community. • Students became career focused with a determination to graduate and continue their education on a post-graduate level on their own. The Epsilen ePortfolio help to re-enforce their determination.

24. Partnership Project Policy • Live and let live, being relaxed and comfortable with everyone and everything that walks through the door. • Each day is a special event to be received in a unifying way. • Treat the world with the same respect and love you want for yourself. • Learn something new today and pass it on. • Be filled with the satisfaction that you are a key part of the education process. • You can spark faculty to engage students to learn. • You could influence educational practice for generations to come. That’s eternal. That’s immortality.

26. Program Administration My part in all of this can be described by the followingHerding Cats: http://www.youtube.com/watch?v=JWymXNPaU7g Nancy McCoy-WozniakDutchess Community CollegeDirector, Teaching Learning Center/Online Education email: nancywozniak@gmail.comePortfolio: wozniak.sunydutchess.epsilen.comwebsite: tlc.sunydutchess.edupersonal website: www.wozofcleveland.com845-431-8976

27. ADDIE? Just in case: ADDIE= Analysis --> Design --> Development -->Implementation --> Evaluation Introduction to Instructional Design and the ADDIE Modelby Kevin Kruse http://www.e-learningguru.com/articles/art2_1.htm