1. What Do Faculty Need So They Can
Weave Web 2.0 and 3.0
Technologies and 21st Century Skills
into All Varieties of Teaching?
SUNY CIT 2014
Eileen O’Connor, Ph.D.
Empire State College eileen.oconnor@esc.edu
2. A conceptual framework to surround 21st century
thinking – moving beyond past limitations
3. A conceptual framework to surround 21st
century thinking
21st century –
content & learner
perspective
Technology &
learning objects
Scaffolding for
process &
technique
Dynamic design &
assessment
A KEY and
often
overlooked
area
4. What are 21st century
skills? Many definitions
http://www.p21.org/our-work/p21-framework
5. “Value” and integrate the learners
Prior learning
Other
backgrounds
/ experience
Networking
students
Tech abilities
7. Create classes that
are authentic,
interactive &
communicative
environments
Learning
Community
Design for rich
interactions
Use feedback
loops across
time and
technologies
Create useful
synchronous
communications
Create
ownership;
engage w/
practitioners
8. Facilitate & frame with technology-
mediation & learning object creation
Interactions &
communications
Visual /
audio /
video
Independence,
authorship and
review
Simulations
/ virtual
9. Key ways that technologies are expanding
beyond just text – in content
Audio
• Experts presenting
• Tape & share later
Visual
• Static / Video
• Multiple intelligences
Schematics
• Models
• Abstractions
Mind Mapping
• Planning & communicating
• Assessment
10. Key ways that technologies are expanding beyond
just text – in organization & community
Asynchronous
• D-boards / voice thread
• Efficient – time independent
Synchronous
• F2F / Webinar / Virtual reality
• Community & sharing
Chronological
• Course embedded
• Emails / blog
Linked / interactive
• Student lounges
• Facebook for class
11. Dynamic design
– adapting the
course to the
actual learners
Value & orchestrate
communications /
modify as needed
Use & extend
assessment
strategies
• Classic
• Templates
Create caring
about / valuing of
content
12. SCAFFOLDING – ensuring quality
• Don’t have students guessing
• Short instructions aren’t always clear
Check assumptions &
directions
• Word processing / mind mapping
• Ongoing improvement cycle
Development &
improvement
• Email / blogs – weekly updates on
expectationsSupport w/ in course
• Do students see what you do?Test signon, views,
permissions
• Must interactions transpire across courses?Test across course &
policy scenarios
13. Faculty support needed
“Protecting” the innovators – against negativity from
colleagues / against being warn-out as their own tech
support / against having their projects unfunded or not-
supported
Creating academic incentives / awards / growth-plan
incorporating technologies – really examine the
conserving culture that squashes innovation
Embrace the digital natives who are becoming
teachers
14. Where are you today . . .
and, what is your vision?
Using
emerging
tech (web 2
& 3)
A good thing .
. . DON’T limit
yourself to old
approaches
21st century
thinking & skills;
Become
global, mobile,
connected
The
challenge
Tech support?
– what is
beyond the
CMS / LMS
Being open /
enlisting
students
New
conceptions
about content
OK, so how
do faculty
grow?
Shared
research and
publications
with students
Tech to
transcend
former limits
16. Considerations for peer interactions
All communications / interactions do not have to be
academic – d-board for sharing/ building communities
Peer reviews / require a critical comment
Consider how you come in without experience / send
weekly emails with overview and reminders (but watch
for those who will use this only)
Leave sections open ended – build around the
participants
17. Consideration for faculty growth
Have tech support serve as liaisons across faculty differences and
divisions
Take a transformative course with (or co-teach) an innovative faculty
member / listen for student buzz
Embrace the digital natives among the new faculty – find ways to
integrate their approaches / don’t leave it to digital immigrants to
justify their approaches
Use connecting platforms / stretch beyond the LMS’s
Engage the students in the learning process – reconsider what
constitutes academic scholarship in the digital era / find ways to
embrace knowledge that can be displayed in more than just text-
based ways
18. Considerations for expanding course
breadth
Encouraging partnership – work with admin and not just the
tech perspective / good inroads being made here
Have “other courses” themselves analyze the work within a
course – for instance, have a marketing look at a design
course (build trust first)
Using badging by students as a way to extend support
Encourage co-teaching with a savvy and a non savvy
faculty member
Encourage co-teaching with other schools or other business /
institutions
Create more modular approaches to online teaching /
swap in modules
19. Examples of collaboration, innovation, and
increased community-building & learning – a theory
imbued tech-in-learning course with an application
too
Application of
web 2 (Facebook,
YouTube, ie)
Peer review
•Extended, lateral
learning
Badges given
Results published on the learning /
create a cycle of exploration and
publication
Have this course support other
faculty efforts
20. Examples of integrated activities
http://www.slideshare.net/eoconnor/stem-exploratory-
realvirtual-environment-serve
Collaboration in the process – sharing in online & virtual
environments - http://www.slideshare.net/eoconnor/fostering-
collaboration-ownership-in-online-courses
Summary on the collaboration -
http://www.slideshare.net/eoconnor/complex-collaborations-
online-virtual
Notes de l'éditeur
In trying to move into 21st century uses of technology in teaching, faculty often need more than just technology support. A faculty member who has long integrated web 2 and 3 technologies into her instruction will suggest a conceptual framework (peppered by examples from her own work) and the academic and technology support that could empower faculty to embrace new ways of teaching from the successful, empowered integration of web 2 and web 3 technologies.
This presentation will consider how the various Web 2.0 and 3.0 tools are both challenging and inviting faculty to find new ways to enrich and even re-conceive teaching and learning. These immersive, ubiquitously-present tools can enrich all facets of teaching from face-to-face to blended to online. However, the faculty member will often need support beyond simply understanding how to work within a Learning Management System (LMS) to achieve the goals of 21st century learning. In this presentation, a faculty member who has long integrated technologies into her instruction will look at the conceptual framework and often different approaches to classroom structure, hierarchy, and knowledge-development that faculty must have to understand if they are to value these tools in the first place. She will present examples from her own work and will share approaches that may help faculty and tech-support staff envision and value technology infusion and that may help with the integration of 21st century thinking skills into instruction. She will suggest ways that academia and technology-support could collaborate to seek innovative, cultural movements and approaches that could empower and support faculty who might venture into new areas. The presenter will also challenge the audience to suggest ways to enhance effective integration of new technologies into the wealth of different learning scenarios.
Questions: What conceptual frameworks support useful technology immersion in the teaching? How could academia and tech-support more truly collaborate on solutions for faculty who are trying to stretch their reach through 21st Century skills and technologies?
Audience: Faculty members considering what they need to grow to meet 21st century learning; administrators wanting to encourage 21st century skills; tech-support members wanting to know how to support 21st century skill development
Students do not come tabla-rasa
How does the learning really happen in the domain itself? We are use to textbooks, papers, and reports as the way that we show evidence of knowledge in a content area, but what are the other areas. Reference Lumina
You want to get the students participating in the creation of the resources and interactions / work on ways for empowerment. Develop productive peer reviews. Consider badging as a way to encourage participation.
You can use badging and peer review too as ways to encourage
Ensure that the valued environment (alive and immersive) is the focus of the learning – not just the passive content in books.