1. Finding the Good Fit: Faculty Members, Instruction, Evidence, and Technology Patricia A. McGee, PhD [email_address] Associate Professor/2003 NLII Fellow Instructional Technology Department of Educational Psychology University of Texas at San Antonio Veronica M. Diaz, PhD [email_address] Instructional Technology Manager Maricopa Center for Learning and Instruction Maricopa Community Colleges Adjunct Professor, Northern Arizona University

4. Part I Web 2.0: Diffusion, Instructional Development and Support

5. Web 2.0 (Twitter) and the World Simulation http://www.youtube.com/watch?v=JgbfMY-6giY

9. Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg

11. Web 2.0 Tools and Distributed Learning Models

12. Delivery Models Sloan-C, 2007 The Models Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or orally. 1 to 29% Web Enhanced Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/Hybrid Distributed Engagement Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.

18. INSTRUCTIONAL DEVELOPMENT MODELS AND SUPPORT

19. Akker, 1998; Goodlad, 1994; Romiszowski,1981

22. Delivery models, instructional development models, and support

23. Diffusion of Innovation ?

26. WEB 2.0 AND INSTITUTIONAL ISSUES/CONSIDERATIONS

27. Quality Assurance and Web 2.0

28. Peer Course Review Feedback Course Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters Course Peer Review Process Course Meets Quality Expectations Course Revision

32. Quality Matters & Alignment

38. Part 2:Understanding Faculty Members and Learners and Web 2.0 Drs. Patricia McGee & Veronica Diaz

39. Asking the right question

40. Mapping the Learner Experience SEMESTER BREAK

41. Mapping the Instructor Experience SEMESTER BREAK

44. Informal and “non-traditional” A part of ubiquitous networks Not so enamored of technology but believe tech skills may be an advantage (younger over older) learners are also …

46. 70% never used a PDA APX 50% never edited video or webpage using WYSWYG APX 50% never sent a picture via phone 75% never email via phone 68% never use phone internet Most do not blog, wiki, have a web site, etc. Digital experts?

47. Alt hough 66.1% have Internet phone most do not use (<18%; <1/4 use PDA) 69% < 20 hrs per week online 85.2% use social networks 1/3 create audio/video & games (mostly males) 8.8% use virtual worlds 1/3 use blogs, video/image sharing sites, etc. Digital experts?

49. 21 st century literacy?

52. Novice-expert continuum Routine Expertise Adaptive Expertise Tests, papers, experiments, projects, internships, fellowships, mentoring

53. Mental Function and Skill Level: Five Stage Model (Dreyfus & Dreyfus, 1980, p. 15) Novice Competent Proficient Expert Master Recollection Non-situational Situational Situational Situational Situational Recognition Decomposed Decomposed Holistic Holistic Holistic Decision Analytical Analytical Analytical Intuitive Intuitive Awareness Monitoring Monitoring Monitoring Monitoring Absorbed

54. Two Dimensions of Transfer and Learning Routine Expert Adaptive Expert Novice Efficiency Frustrated Novice (Bransford, Brown, & Cocking, 2000)

58. IMPLICATIONS FOR ASSESSMENT?

61. What best supports novices?

64. Styles & Support Tech Implication Possible Support Independent Portal, web site, portfolio, blog, L/CMS FAQ, walk-in help, email, video tutorial Dependent L/CMS, IM, email FAQs, help forum, phone help, walk-in help Competitive Portfolio, blog, presentation tools Mentor others, contribute to FAQ Collaborative Discussions, chat, wiki, L/CMS, VOIP FAQs, email, phone help, walk-in help Avoidant Portfolio, VOIP FAQ, walk-in help, email, video tutorial Participant Open forums, IM, VOIP, wiki Walk-in help, email, phone help

65. BREAK

66. EMERGING TECHNOLOGIES AND FACULTY DEVELOPMENT

67. No Yes

70. MICHAEL WESCH: MEDIATED CULTURES COURSE SITE

71. No Yes

72. Characteristics Type Focus Expert Functions as knowledge expert and transmits information to learner who becomes more competent under the instructor’s tutelage. Formal Authority Focuses on correct and appropriate procedures , serves as knowledge expert who is determined to provide necessary feedback to learner within a structured and standardized environment. Personal Model Focus is providing personal examples and modeling appropriate and correct behavior . Facilitator Teacher-learner interaction takes place in a probing and interactive learning environment . Supports learner’s decision within a consultant role. Delegator Desire for learner to act autonomously with as little input as necessary.

73. Support Teaching Style Preferred Approach Implied Support Expert/Formal Authority (38%) Dependent, Participant, Competitive One-on-one, hands-on, reward/acknowledgement Personal Model/Expert/Formal Authority (22%) Participant, Dependent, Competitive Hands-on, one-on-one, reward/acknowledgement Facilitator/Personal Model/Expert (17%) Collaborative, Participative, Independent Small group or peer/mentor, hands-on, tutorial/reference materials Delegator/Facilitator/Expert (15%) Independent, Collaborative/Participant Tutorial/reference materials, small group or peer/mentor, hands-on

74. Integrated Technology Adoption and Diffusion Model (Sherry, Billig, & Giiibson, 2000)

77. WEB 2.0 CLASSIFICATIONS Communicative To share ideas, information, and creations • Blogs • Audioblogs • Videoblogs • IM-type tools • Podcasts • Webcams Collaborative To work with others for a specific purpose in a shared work area • Editing/writing tools • Virtual communities of practice • Wikis Documentative To collect and/or present evidence of experiences, thinking over time, productions, etc. • Blogs • Videoblogs • E-portfolios Generative To create something new that can be seen and/or used by others • Mashups • VCOPs • Virtual Learning Worlds Interactive To exchange information, ideas, resources, materials • Learning objectives • Social bookmarking • Virtual communities of practice • Virtual Learning Worlds

79. A Network of Support

85. Part 3: Content, Pedagogy, Assessment, and Tools Drs. Patricia McGee & Veronica Diaz

86. Individuals + BIG Picture

88. Interdependence

89. Backwards Design

90. Backwards Design Applied

91. EVIDENCE AS ASSESSMENT LEARNING PRINCIPLES

95. Biggest challenge? Biggest advantage/success? Liked the most? Liked the least?

101. R M R L I P I X E A R N

102. Pedagogical Frameworks

103. Instructional Foci

104. Bloom’s & Web 2.0 Processes Tools Attributes Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedback Understand Interpreting, classifying, comparing, summarizing, explaining Sorting, tagging, labeling, entering, selecting Apply Executing, implementing Manipulating, entering, feedback Analyze Differentiating, organizing, attributing Selecting, grouping, altering, tagging, labeling Evaluate Checking, critiquing Commenting, entering, responding Create Generating, planning, producing Adding, generating, combining, publishing

105. Tool Characteristics

106. Tool Characteristics

108. Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy