IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - The Diigo Meta page

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  • f this Web page for updates,  a link to a huge collection of ideas for using  technology to implement the seven  principles, a recorded interview with Chickering and Ehrmann about this   history of the seven principles and their relevance to technology use, and our request that you share  more such examples of technology use.
  • nciples Faculty Inventory and an Institutional Inventory (Johnson  Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art  Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the  Education Commission of the St
  • ciples of Good Practice were created in 1987, new communication and information  technologies have become major resources for teaching and learning in higher education. If  the power of the new technologies is to be fully realized, they should be employed in ways  consistent with

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  • IMPLEMENTING  THE SEVEN PRINCIPLES: Technology  as Lever
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  • IMPLEMENTING  THE SEVEN PRINCIPLES: Technology  as Lever
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  Chickering and Gamson’s Seven Principles of Good Practice in Undergraduate Education, provide a meaningful lens for thinking about online teaching and learning.

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  • The biggest  success story in this realm has been that of time-delayed (asynchronous) communication.  Traditionally, time-delayed communication took place in education through the exchange of  homework, either in class or by mail (for more distant learners). Such time-delayed  exchange was often a rather impoverished form of conversation, typically limited to three  conversational turns:

     
     
    1.  

       The instructor  poses a question (a task).

     
    2.  

       The student  responds (with homework).

     
    3.  

       The instructor  responds some time later with comments and a grade.

     
     

    The  conversation often ends there; by the time the grade or comment is received, the course  and student are off on new topics.

     

    Now, however,  electronic mail, computer conferencing, and the World Wide Web increase opportunities for  students and faculty to converse and exchange work much more speedily than before, and  more thoughtfully and “safely” than when confronting each other in a classroom  or faculty office. Total communication increases and, for many students, the result seems  more intimate, protected, and convenient than the more intimidating demands of  face-to-face communication with faculty.
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  Chickering and Ehrmann look at ways technology can be leveraged to facilitate the 7 Principles for Good Practice in Undergraduate Education. "If the power of the new technologies is to be fully realized, they should be employed in ways consistent with the Seven Principles."

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  • student motivation and involvement.
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  Cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles for Good Practice in Undergraduate Education

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  1996 piece describing technology's role in applying Chickering & Gramson's Seven Principles for Good Practice in Undergraduate Education (1987)

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  • most cost-effective and appropriate ways to use computers,  video, and telecommunications technologies to advance the Seven Principles
  • Good Practice Encourages Contacts Between Students and Faculty

  • The biggest  success story in this realm has been that of time-delayed (asynchronous) communication.  Traditionally, time-delayed communication took place in education through the exchange of  homework, either in class or by mail (for more distant learners). Such time-delayed  exchange was often a rather impoverished form of conversation, typically limited to three  conversational turns:

     
     
    1.  

       The instructor  poses a question (a task).

     
    2.  

       The student  responds (with homework).

     
    3.  

       The instructor  responds some time later with comments and a grade.
  • Good Practice Develops Reciprocity and Cooperation Among Students
  • The extent to  which computer-based tools encourage spontaneous student collaboration was one of the  earliest surprises about computers.
  • Good Practice Uses Active Learning Techniques
  • Learning is not a spectator sport. Students do not learn  much just sitting in classes listening to teachers, memorizing prepackaged assignments,  and spitting out answers. They must talk about what they are learning, write reflectively  about it, relate it to past experiences, and apply it to their daily lives. They must make  what they learn part of themselves.
  • Good Practice Gives Prompt Feedback
  • Computers also have a  growing role in recording and analyzing personal and professional performances
  • Good Practice Emphasizes Time on Task
  • Some  years ago a faculty member told one of us that he used technology to “steal  students’ beer time,” attracting them to work on course projects instead of  goofing off. Technology also can increase time on task by making studying more efficient.  T
  • Good Practice Communicates High Expectations
  • New  technologies can communicate high expectations explicitly and efficiently.
  • Good Practice Respects Diverse Talents and Ways of Learning
  • Technological  resources can ask for different methods of learning through powerful visuals and  well-organized print; through direct, vicarious, and virtual experiences; and through  tasks requiring analysis, synthesis, and evaluation, with applications to real-life  situations. They can encourage self-reflection and self-evaluation. They can drive  collaboration and group problem solving. Technologies can help students learn in ways they  find most effective and broaden their repertoires for learning. They can supply structure  for students who need it and leave assignments more open-ended for students who  don’t
  • Technology  Is Not Enough

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• 12 Jul 12
  

  Constant Learn

  In 1996, Chickering and Ermann wrote an article to apply the seven principles with the use of technology.

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  •  

     

    In March 1987,  the AAHE Bulletin first published “Seven Principles for Good Practice in  Undergraduate Education.” With support from Lilly Endowment, that document was  followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson  Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art  Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the  Education Commission of the States, with support from
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  • Good Practice Encourages Contacts Between Students and Faculty
  • student-faculty contact in and out of class is a most  important factor in student motivation and involvement
  • enhances  students’ intellectual commitment and encourages them to think about their own values  and plans
  • helps students get  through rough times and keep on working
  • Communication  technologies that increase access to faculty members, help them share useful resources,  and provide for joint problem solving and shared learning can usefully augment  face-to-face contact in and outside of class meetings.
  • can  strengthen faculty interactions with all students, but especially with shy students who  are reluctant to ask questions or challenge the teacher directly
  • easier to  discuss values and personal concerns in writing than orally
  • provide opportunities for interaction  not possible
  • With the new media, participation and contribution from  diverse students become more equitable and widespread
  • Good Practice Develops Reciprocity and Cooperation Among Students
  • Learning  is enhanced when it is more like a team effort than a solo race
  • collaborative and social, not competitive and isolated
  • increases involvement in learning
  • improves thinking and deepens understanding
  • computer-based tools encourage spontaneous student collaboration
  • email for today’s busy  commuting students is that it opens up communication among classmates even when they are  not physically together.
  • Good Practice Uses Active Learning Techniques
  • Students do not learn  much just sitting in classes listening to teachers, memorizing prepackaged assignments,  and spitting out answers.
  • talk about what they are learning, write reflectively  about it, relate it to past experiences, and apply it to their daily lives. They must make  what they learn part of themselves.
  • three  categories
  • tools and resources for learning by doing
  • real-time conversation
  • supported with  “worldware,” i.e., software (such as word processors)
  • time-delayed exchange
  • statistical research and computer-based music
  • Internet to  gather information not available in the local library
  • Simulating  techniques
  • Simulation  software
  • Good Practice Gives Prompt Feedback
  • students need help in assessing their existing knowledge and competence
  • chances  to reflect on what they have learned, what they still need to know, and how they might  assess themselves
  • use of email for supporting person-to-person  feedback
  • recording and analyzing personal and professional performances
  • writer’s draft using the “hidden text”  option available in word processors
  • portfolio evaluation strategies
  • Good Practice Emphasizes Time on Task
  • Allocating  realistic amounts of time means effective learning for students and effective teaching for  faculty
  • Time plus energy equals learning
  • Teaching strategies that help students learn at home or work can save hours otherwise  spent commuting to and from campus
  • fit  busy work and home schedules
  • classroom research, computers can record student participation and  interaction and help document student time on task, especially as related to student  performance
  • Good Practice Communicates High Expectations
  • Expect more and you will get it
  • Expecting students to perform well  becomes a self-fulfilling prophecy
  • Significant  real-life problems, conflicting perspectives, or paradoxical data sets can set powerful  learning challenges that drive students to not only acquire information but sharpen their  cognitive skills of analysis, synthesis, application, and evaluation
  • students feel stimulated by knowing their finished work will be  “published” on the World Wide Web
  • criteria for evaluating  products and performances can be more clearly articulated by the teacher, or generated  collaboratively with students
  • samples of  excellent, average, mediocre, and faulty performance
  • samples can be shared and  modified easily
  • basis for peer evaluation
  • Technological  resources can ask for different methods of learning through powerful visuals and  well-organized print; through direct, vicarious, and virtual experiences; and through  tasks requiring analysis, synthesis, and evaluation, with applications to real-life  situations.
  • encourage self-reflection and self-evaluation
  • help students learn in ways they  find most effective and broaden their repertoires for learning
  • Fast, bright
  • students can move quickly through materials they master easily  and go on to more difficult tasks
  • slower students can take more time and get more  feedback and direct help from teachers and fellow students
  • students with similar motives and talents can work in cohort study groups without  constraints of time and place
  • How are we to know whether given technologies are as useful
  • Technology  Is Not Enough
  • Students need to become familiar with the Principles and be more  assertive with respect to their own learning
  • students  should, if possible, move to alternatives that serve them better
  • should reach for a different course, search out  additional resources or complementary experiences, establish their own study groups, or go  to the professor for more substantial activities and feedback
  • need to be  tough-minded about the software- and technology-assisted interactions they create and buy  into
  • Faculty members
  • search instead for those  that are interactive, problem oriented, relevant to real-world issues, and that evoke  student motivation

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  "In March 1987, the AAHE Bulletin first published "Seven Principles for Good Practice in Undergraduate Education." With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience."

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• 08 Dec 11
  

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  Referenced in "Conquering the Content" - best, most cost effective ways to use computers, etc. in the classroom to advance the Seven Principles.

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  • 1.  Good Practice Encourages Contacts Between Students and Faculty
  • Communication  technologies that increase access to faculty members, help them share useful resources,  and provide for joint problem solving and shared learning can usefully augment  face-to-face contact in and outside of class meetings. By putting in place a more  “distant” source of information and guidance for students, such technologies can  strengthen faculty interactions with all students, but especially with shy students who  are reluctant to ask questions or challenge the teacher directly. It is often easier to  discuss values and personal concerns in writing than orally, since inadvertent or  ambiguous nonverbal signals are not so dominant.
  • Communication  technologies that increase access to faculty members, help them share useful resources,  and provide for joint problem solving and shared learning can usefully augment  face-to-face contact in and outside of class meetings. By putting in place a more  “distant” source of information and guidance for students, such technologies can  strengthen faculty interactions with all students, but especially with shy students who  are reluctant to ask questions or challenge the teacher directly. It is often easier to  discuss values and personal concerns in writing than orally, since inadvertent or  ambiguous nonverbal signals are not so dominant.
  • As the number of commuting part-time  students and adult learners increases, technologies provide opportunities for interaction  not possible when students come to class and leave soon afterward to meet work or family  responsibilities.
  • The biggest  success story in this realm has been that of time-delayed (asynchronous) communication
  • “safely”
  • 2.  Good Practice Develops Reciprocity and Cooperation Among Students
  •   Learning  is enhanced when it is more like a team effort than a solo race. Good learning, like good  work, is collaborative and social, not competitive and isolated. Working with others often  increases involvement in learning. Sharing one’s ideas and responding to others’  improves thinking and deepens understanding.
  • The extent to  which computer-based tools encourage spontaneous student collaboration was one of the  earliest surprises about computers.
  • 3.  Good Practice Uses Active Learning Techniques
  • Learning is not a spectator sport. Students do not learn  much just sitting in classes listening to teachers, memorizing prepackaged assignments,  and spitting out answers. They must talk about what they are learning, write reflectively  about it, relate it to past experiences, and apply it to their daily lives. They must make  what they learn part of themselves.
  • Supporting  apprentice-like activities in fields that themselves require the use of technology as a  tool
  • Simulating  techniques that do not themselves require computers
  • Helping students  develop insight.
  • 4.  Good Practice Gives Prompt Feedback
  • Knowing what you know and don’t know
  • frequent opportunities to perform and receive feedback
  • chances  to reflect on what they have learned, what they still need to know, and how they might  assess themselves.
  • inheren
  • computers can provide rich storage and easy access  to student products and performances
  • can see the extent to which later efforts demonstrate gains in  knowledge, competence, or other valued outcomes
  • critique but also as a record of growing capacity.
  • 5.  Good Practice Emphasizes Time on Task
  • Learning to use  one’s time well is critical for students and professionals alike
  • steal  students’ beer time
  • fit  busy work and home schedules
  • access to important resources
  • 6.  Good Practice Communicates High Expectations
  • General criteria can be illustrated with samples of  excellent, average, mediocre, and faulty performance.
  • can be shared and  modified easily.
  • basis for peer evaluation,
  • 7.  Good Practice Respects Diverse Talents and Ways of Learning
  • Students need opportunities to show their talents and learn in ways that work for them.  Then they can be pushed to learn in new ways that do not come so easily.
  • can ask for different methods of learning
  • Evaluation  and the Seven Principles
  • Technology  Is Not Enough

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  • Good Practice Encourages Contacts Between Students and Faculty
  • time-delayed (asynchronous) communication
  • Good Practice Develops Reciprocity and Cooperation Among Students
  • Good Practice Uses Active Learning Techniques
  • Good Practice Gives Prompt Feedback
    
  • Good Practice Emphasizes Time on Task
  • Good Practice Communicates High Expectations
  • Good Practice Respects Diverse Talents and Ways of Learning

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