1 / 24

Innovations in the Teaching of Psychology

Innovations in the Teaching of Psychology. Ed Morris, ed.morris@kctcs.edu Sally Kuhlenschmidt, Sally.kuhlenschmidt@wku.edu Katrina Phelps, katrina.phelps@wku.edu Nov 9, 2007 Kentucky Psychological Association Louisville, KY. Agenda. Introduction – Sally Kuhlenschmidt

rodney
Télécharger la présentation

Innovations in the Teaching of Psychology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Innovations in the Teaching of Psychology Ed Morris, ed.morris@kctcs.edu Sally Kuhlenschmidt, Sally.kuhlenschmidt@wku.edu Katrina Phelps, katrina.phelps@wku.edu Nov 9, 2007 Kentucky Psychological Association Louisville, KY

  2. Agenda • Introduction – Sally Kuhlenschmidt • Specific Technology Examples – Ed Morris • Service Learning – Katrina Phelps

  3. Online teaching? YouTube? MySpace or Facebook? Own iPOD or mp3 player? Second Life? Active Learning? PBL? Coop Learning? Learning Community? Service Learning? Quick Survey

  4. Matching Task • From Kentucky Psychology Department websites • Our messages to prospective students about our teaching. • Your conclusions?

  5. “Innovation” • Merriam-Webster print: The introduction of something new; a new method, idea, or device. • Wikipedia (horrors!): 6 definitions including lengthy discussion with commentary by outside reviewers.

  6. Visual Thesaurus www.visualthesaurus.com/

  7. Some Types of Innovation • Changes in the nature of our roles, • e.g., accountability, disaggregation • Changes in the form of our teaching • e.g., tech tools, Internet courses • Changes in the function of our teaching, • e.g., Active learning methods, such as Service Learning

  8. Changes in the nature of our roles • Accountability Movement • Learner-centered institutions • For teachers – externally defined • Student ratings • Emphasis: Instructional Alignment • Objectives, Activities and Assessments align. • A language of college teaching.

  9. Professionalization of role • Preparing Future Faculty • Over 60 Centers in US for GTA prep. (e.g., UK). • Certification to teach at college level (e.g., WKU for CC). • Ex. Online Course on Becoming a Teacher of Statistics • U Minnesota, gaddy001@umn.edu

  10. www.qualitymatters.org • External peer review of course design • Morehead, UL, WKU • Like research article peer review • Currently rubric for online classes, preparing hybrid • First courses in Kentucky to be reviewed –CIS 101, then Psy 361.

  11. Consequences • Higher standards • Measurability of teaching choices • A 2nd discipline “college teaching” is added to your role. • Language, body of knowledge • Course of Study w/life long updates • Research methodology • Social contract to be accountable

  12. Changes in the form of our teaching The Internet… • Introduces Competition to Educational Institutions. • “Regional” claims are not safe. • Online teaching – • exponential growth…. • and measurable… • and accessible.

  13. Form: Connectivity… • Online classes. • Email - Youtube - cell phones • information is volatile, networked, collective. • Undermines claims to expertise • Ex., “We are Smarter Than Me” book. • Flattens the power curve.

  14. Disaggregation • “Traditional” teacher is now a “Content Expert” vs “Expert” • And students cross-check you against the Internet. • Disaggregates “traditional” faculty role.

  15. Internet cont. • Teaching is now public • Online especially—leaves record • f2f too—because people talk online. • Legal issues • Accessibility; FERPA, intellectual property.

  16. Consequences • On average, learn to teach on-line • Evaluate technology for impact on learning. • Keep an eye on tech that connects. • Consider legal issues.

  17. Re-define Role in Cyberspace • Analysis, or problem-solving • Sorter/filter of information. • Teaching isn’t about lecturing. • It’s about…

  18. Changes in the function of our teaching, • Critical Thinking (how to measure?) • “Constructivism” • Emphasis on student participation, discovery. • Social context for learning: Service, Cooperative, Collaborative, & Problem-Based Learning; Learning Communities

  19. Competition for Attention • Games, e.g., Quandary • http://www.halfbakedsoftware.com/quandary.php • Ex: diagnosis: • http://www.wku.edu/~sally.kuhlenschmidt/psy440/diagnosis/ • Ex: Should I learn this technology? • http://www.wku.edu/Dept/Support/AcadAffairs/CTL/online/usetech.htm

  20. Shift from bell-shaped curve to networks • Social Network sites like MySpace and Facebook • Students present projects to the world. • Collaboration in products • Wikis, Blogs, Google Documents

  21. Sort/Choose Information • Social bookmarking • Del.icio.us – share, annotate bookmarks. • Google Custom Search Engine • http://www.wku.edu/teaching/csekyfacdev.html • http://www.wku.edu/teaching/csekyed.html

  22. Consequences • Teacher as Facilitator or “Guide on the side.” • Measurement challenge. • Information is cheap, available, annoying. • To what end? For what purpose? • (Instructional alignment again)

  23. Summary • Changes in faculty role • Changes in form of teaching – online. • Changes in style or function of teaching. • Innovations clash or complement. • Choose based on your objectives.

  24. Next: • Ed – specific examples of cutting edge technologies. • Katrina—example of innovative instructional method.

More Related