E-Learn 2013 Location: Las Vegas, Nevada A Leadership Challenge: Transforming Classrooms in Higher...
64
E-Learn 2013 Location: Las Vegas, Nevada October 21-24 A Leadership Challenge: Transforming Classrooms in Higher Education to Online Learning Environments Joyce Pittman, PhD Samantha Mercanti-Anthony, MSE Drexel University-Harrisburg
Transcript of E-Learn 2013 Location: Las Vegas, Nevada A Leadership Challenge: Transforming Classrooms in Higher...
E-Learn 2013
Location: Las Vegas, Nevada
October 21-24
A Leadership Challenge: Transforming Classrooms in Higher
Education to Online Learning Environments
Joyce Pittman, PhD Samantha Mercanti-Anthony, MSE Drexel University-Harrisburg
Where is Drexel U-Harrisburg?
¡
http://www.youtube.com/watch?v=kmbF4TIXn9M
Who makes up the community?
¡ Black alone - 25,383 (51.3%) White alone - 13,091 (26.4%) Hispanic - 7,709 (15.6%) Two or more races - 1,666 (3.4%) Asian alone - 1,429 (2.9%) Other race alone - 129 (0.3%) American Indian alone - 92 (0.2%
¡ Read more: http://www.city-data.com/city/Harrisburg-Pennsylvania.html#ixzz2iSJRkjNY
Drexel University School of Education
The School of Education develops leaders with the expertise to collaborate and solve complex problems related to transforming institutions and
educating diverse populations impacted by domestic and global challenges.
• 46 Full-Time Faculty • 190 Undergraduate Students • 1750 Graduate Students • 2 Bachelor of Science Degrees • 11 Master of Science Degrees • 21 Certificate Programs • 2 Doctoral programs
Academic Overview
Ed.D., Educational Leadership & Management
Concentrations:
Athletic Administration Educational Administration Educational Policy Higher Education Human Resource Development Special Education Leadership
About the Program….
• Part-time, professional practitioner's degree
• Delivered in a blended format that combines on-campus classes and online education
• Program goal is to produce leaders with the skills and knowledge to create educational reform
• Students may pursue the PA Superintendent Letter of Eligibility
Class Schedule
• All programs taught in blended format with online coursework and executive-style weekend classes
• Executive weekends are held in the beginning, middle and end of each quarter
• Class Times
Friday: 6pm - 7:30pm and 7pm - 9:30pm
Saturday: 8:30am - 11:30am and 12:30pm - 3:30pm.
Faculty
• Our faculty are experts in their respective fields, and since our class sizes are typically on the smaller side, students have the opportunity to easily access their professors
• All full time faculty hold terminal degrees in their field
• Faculty Bio’s available on the School of Education website
Admissions Requirements
• Application
• Official transcripts from every college or university attended
• Essay
• Letters of Recommendation
• Résumé
• Writing Samples
• GRE scores (optional)
• TOEFL and/or TSE examination if born outside the United States
• Official evaluation of coursework taken outside of the United States
Contact Us…
Dr. Joyce Pittman, Associate Clinical Professor and Program Director, Harrisburg EdD
Email: [email protected]
AND NOW, TO OUR MAIN EVENT!
Introduction
¡ THE ENVIRONMENT
¡ What should the college classroom of tomorrow look like?
¡ How should it be structured, what space do we need, how big should the classrooms be?
¡ How should instructors and learners communicate and engage?
¡ How can we make existing and new learning online environments more conducive to learning?
¡ Video Plays:
Overview
¡ College Classrooms of Today Share Seven (7) Common Problems
Seven (7) common problems: 1. Aging infrastructure – most buildings were constructed in
the 1960s or earlier
2. Classrooms built for lectures, not learning
3. Very limited flexibility inside classrooms
4. Student movement is limited (fixed tablet arms, chairs and tables without casters, etc.)
5. Interaction between students and instructors is constrained by space and furniture
6. Technology is poorly integrated into the classroom
7. Support for collaborative learning is inconsistent or nonexistent (Source:http://360.steelcase.com/articles/innovation-enters-the-classroom-2/)
Seven (7) Common Problems of Online Learning
Amongst the problems found to be inherent to this method of
teaching, the seven most commonly found engagement issues in the literature were the following:
¡ Problem #1: student antipathy towards group work
¡ Problem #2: the selection of the groups
¡ Problem #3: a lack of essential group-work skills
¡ Problem #4: the free-rider
¡ Problem #5: possible inequalities of student abilities
¡ Problem #6: the withdrawal of group members, and
¡ Problem #7: the assessment of individuals within the groups.
Roberts, T. S., & McInnerney, J. M. (2007). Seven Problems of Online Group Learning (and Their Solutions). Educational Technology & Society, 10 (4), 257-268.
Today, we propose there is an eighth (8th) issue related to Engagement
¡ ONLINE COMMUNITY ENGAGEMENT QUALITY IN RELATION TO ¡ INTERACTIONS BETWEEN LEARNER AND INSTRUCTOR
¡ Samantha Mercanti-Anthony, Doctoral Scholar ¡ Presents her theory and future research on this emerging
construct
Theoretical Underpinning
¡ Bringing about transformational change in moving classrooms towards becoming virtual learning places will require changing the way we think about teaching and learning.
¡ Core values to foster 21st century learning in new hybrid setting must include more emphasis on talent, problem solving, creativity and innovation as shown below in Figure 1.
¡ Example: MOOC Symposium Monday (Bonk, et al)
Framework
Change Classrooms
Learning Places
Innovation
Creativity Problem Solving
Talent
Engagement
Six BIG Ideas to Transform College Classrooms Environments
¡ .
Six BIG Ideas 1. Articulate a clear vision for change
2. Provide better services for teachers and students
3. Invest financially in buildings and classroom infrastructures
4. Identify new curriculum and instructional development frameworks
5. Embrace and utilize social-networking technology to enhance opportunities for learning and digital education equity for ALL LEARNERS
6. Educate future leaders on new approaches for systemic, sustainable decision-making (Pittman 2011)
See Full paper for descriptions.
Vision
¡ Systemic view of a future college classroom design
Multi-purpose classrooms
Sustainable Portable Classrooms
Flexible Designs
Innovation and Diversity Enter the 21st Century College Innovation Enters the Classroom
Source: http://360.steelcase.com/articles/innovation-enters-the-classroom-2/
Digital and educational equity
¡ Future classrooms must offer solutions to the challenges of educational equity and diversity posed by some emerging technologies and virtual environments.
¡ Availability ≠ Access
Definition of Digital Equity ¡ Digital equity is achieved when all students have
quick, easy, and appropriately functional access to equipment AND
¡ the Internet both in and out of school, AND
¡ the expert guidance required to ensure effective use across a range of functions. AND
¡ The literacy requirements along with
¡ Appropriate pedagogical practices.
WE-ALL-LEARN “Classrooms” n
n Ten Openers for Designers of new classrooms, hybrids or MOOCs
n Web searching and learning in the world of e-Books
n E-learning and blended learning
n Availability of open space and free software
n Leveraged resources and open courseware
n Learning object repositories and portals
n Learner participation in open information communities
n Electronic collaboration and interaction
n Alternative reality learning
n Real-time mobility and portability
n Networks of personalized learning
n From Curtis Bonk (2009): The World is Open: How Web Technology is Revolutionizing Education
n
DESIGNING SPACES FOR TOMORROW’S STUDENTS TODAY
New Spaces Alone – Not Enough
¡ Differentiated learning
¡ Collaborative learning
¡ Self-directed learning
¡ Creative learning
¡ Engaged learning
¡ Active learning
¡ Talented students
¡ Differentiated teaching
¡ Collaborative teaching
¡ Self-directed teaching
¡ Creative teaching
¡ Engaged teaching
¡ Active teaching
¡ Talented instructors
New learning places must support co-existence of diverse learning theories
learnlabs have: ¡ Projectors and screens at a predetermined geometry
that breaks the traditional classroom
¡ Hierarchy and gives everyone an unobstructed view
¡ Fixed and portable whiteboards and display screens that support information immersion and retention
¡ Spaces and furniture that support different learning processes and styles
How big should it be? Example 1:
¡ learnlabTM environment, a design introduced by Steelcase three years ago creates
¡ Stages for the instructor and students and
¡ Space that encourages communication and collaboration to
¡ Immerses participants in information.
Example 2
¡ Reportedly, The University of South Dakota equipped a 62′ x 32′ classroom with nine media:scape settings that each serve a dozen students.
Example 3
¡ ASU is one of the largest universities in the country
¡ Stakeholders traded six 24-seat classrooms for the chance to rehab a 1,623-sq.-ft. room (“a derelict lecture hall,”) into a learnlab.
¡ The room now seats 72 people at round tables and mobile task chairs so students can work together easily.
¡ Projectors, big screens, and tablet PCs support a new, more interactive curriculum.
Conclusions: Macro Trends for the Future College Classroom
n Availability or tools and infrastructure for learning (the pipes)
n Availability of free and open educational content, flexible spaces and resources (the pages)
n Movement toward a culture of open access to information, international collaboration and global sharing (a participatory learning culture)
n Classrooms as “learning and teaching laboratories”
Six Cost-Effective Trends for Educational Facilities
¡ The Tech Effect
¡ A Bright Idea: Dim the Lights
¡ Focus on Floors
¡ Classrooms Outside of Classrooms
¡ Flexible Furniture
¡ A Green Guide. Improving indoor air quality remains a top priority as schools strive to create a healthy environment
¡ Source: http://www.buildings.com/Default.aspx?TabId=3334&ArticleID=12370
K-12 Schools of the Future Designs Visions of Doctoral student leaders - if K-12 Schools are changing - Higher Education must change Problem: Currently there is a Mismatch or Gap
Introduction To Docent Academy By Traci Fox and Donna Gallo http://av.vimeo.com/91083/138/52754566.mp4?token=1316180151_77654f5dffcd378cca0edfabc4ec740a
http://web.me.com/tracifox/DocentAcademy/
Multi User Virtual Environment: Global Technology Academy (GTA) ¡ Web Location
¡ https://sites.google.com/site/group3muve/
SJB Academy
¡ Mission
¡ Curriculum
¡ Faculty
¡ Gaming Technology
¡ A Day in The Life
¡ Mission Statement
¡ Mission Statement: To teach the requisite disciplines alongside the development of critical thinking, analytical, and problem-solving skills. To provide students with a global and collaborative education, using innovative, educational, student-centered techniques through games and technology. http://sjbacademy.net/
For more information
¡ Drexel University - School of Education ¡ Joyce Pittman, PhD ¡ 215-895-1593 ¡ [email protected]
Introducing
¡ A COMPARATIVE CASE STUDY: INSTRUCTORS OF GRADUATE STUDENTS PERCEPTIONS OF ONLINE COMMUNITY ENGAGEMENT QUALITY FACTORS WITHIN A SELECTED HYBRID COURSE AT A PRIVATE UNIVERSITY
¡ by
¡ Samantha C. Mercanti-Anthony
¡
¡ A dissertation proposal submitted in partial fulfillment of
¡ the requirements for the degree of
¡ Doctor of Education
¡ Field of Educational Leadership and Management
Samantha Crist Michael Mercan0-‐Anthony Ed.D. Candidate Drexel University School of Educa0on
E-‐Learning Presenta0on October, 2013
" Nearly 1/3 of higher educa0on students are taking an online course (Allen & Seamus, 2013)
" Hybrid learning has proliferated throughout higher educa0on to save on costs (Next Genera0on Report, 2012)
" Research on engagement within fully online learning environments indicates a divergence of opinion between students and instructor percep0ons on engagement (Vesely et al., 2007)
" There is an apparent discrepancy between students and instructors percep0ons about factors that support high quality student engagement in hybrid learning communi0es in selected graduate courses in a private northeastern university.
" To beWer understand how effec0ve online learning environments are created within hybrid courses, research is needed on student and instructor percep0ons of the online components within hybrid courses.
Purpose The purpose of this proposed research is to examine the rela0onship between graduate students and instructors percep0ons about factors that support high quality student engagement in a selected hybrid learning community in a university.
" The EdD program has expanded from one cohort loca0on in the Spring 2010 to four loca0ons by Fall 2013.
" Research on topic is essen0ally void in educa0on.
" Provides extended research in engagement prac0ces in hybrid environments.
" Research is transferable amongst other graduate hybrid offerings
" Central Ques,on: What is the rela0onship between students and instructor’s percep0ons about factors that support high quality student engagement in hybrid learning communi0es in selected graduate courses in a private university?
Quan0ta0ve Ques0ons 1. What are graduate students and instructors’ percep0ons of high quality online community engagement within online hybrid instruc0onal course?
Qualita0ve Ques0ons 1. How do students describe or perceive the role of the instructor in the online community? 2. How do instructors describe or perceive the role of students in the online community?
Hypothesis: Ho -‐ There will be a significant difference between students and instructor’s percep0ons about factors that support high quality student engagement in hybrid learning communi0es in selected graduate courses in a private university . Or Ha -‐ There will be no significant difference between students and instructor’s percep0ons about factors that support high quality student engagement in hybrid learning communi0es in selected graduate courses in a private university
Theore,cal Framework Conceptual Framework
The literature review is designed to both enhance the readers understanding of the principals of engagement, as outlined in the engagement theory, and highlight the gaps in the literature within the engaged learning framework that support the justification for this study.
Quan0ta0ve Ques0ons Significant
Rela0onships
Qualita0ve Ques0ons
Percep0ons of Roles
How do student and instructor’s percep0ons compare in rela0on to
factors that support high quality student
engagement in hybrid learning communi0es in selected graduate courses in a private university?
" Four loca0ons – seven cohorts of students " Each cohort will consist of 10-‐18 students
" Three cohorts will be taking the same course with a different instructors " Allows for the differen0a0on of percep0ons across different
courses as well as the comparison of percep0ons across three courses.
" The students all have earned a master degrees and are currently pursuing their educa0onal doctorate in Leadership and Management. " Students will range in age, gender and race.
" Courses will use similar technology across the program. " Course Management System -‐ BBLearn
" Quality Online Learning and Teaching (QOLT Assessment " Theore0cal Framework to jus0fy quality " Instrument has nine sec0ons that were created,
based on the research, to measure quality " Instrument was created at CalState University " The survey will be distributed to both instructors
and students at the end of their course. " Descrip0ve sta0s0cs will be used to analyze the student
popula0on " Analysis of Variance of mul0ple groups (ANOVA) will
assess a comparison of student and instructor percep0ons
" Reflec0ve Journals and Interviews " Student Volunteers will answer journal prompts during
weeks five, seven and ten of the course. " Instructors will be interviewed aher the term is completed.
" Design " Reflec0ve prompts are designed to answer the qualita0ve
ques0ons at different points of their blended learning experience.
" Instructors will be asked a series of seven ques0ons. " Method of analysis
" Cresswell’s (2012) graphical representa0on of case study coding will be implemented.
" Extract overlapping references into a paWerned chart. " Code data into catagories
" Role at the Ins0tu0on " Manager, Student, Instructor, Graduate
" Privacy of Student Records (FERPA) " Academic Integrity Policy for Instructors " Iden0ty
" Students par0cipa0ng in journaling will have private log-‐in and will be iden0fied as Student#
" Instructors par0cipa0on in interviews will have their iden0ty kept out of the paper. Instructor#
Samantha Crist Michael Mercan0-‐Anthony [email protected]
