Jerry Johnson's Library tagged edtech → View Popular

. The problem with this approach, as Bill Graves has stated, is that all too often we “bolt on” technology rather than redesign the teaching and learning process.
Graves notes that as exciting as these individual technological “random acts of progress” may appear, they tend to increase the cost of instruction, to be short-lived, and to seldom disseminate widely or scale to a level that can achieve institution-wide impact.³ Tony Bates cites additional limitations of approaches centered on individual faculty adoption, including excessive time demands on faculty and support staff, failure to complete projects, inconsistent results, and lack of dissemination of best practices. Bates also notes that such initiatives typically do not scale well because they are so heavily dependent on the ideas and energy of one or a few individuals and because ramping up requires exponentially greater support resources.
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- n their simplest form, successful systemic approaches are characterized by institutional facilitation, administrative direction, and faculty interest. Institutional facilitation is perhaps the most critical of these because without it, administrative intent cannot be achieved and faculty engagement cannot be sustained.
- Achieving meaningful transformation requires institution-wide, systemic initiatives.

27 Jul 08

Introduction to Open Educational Resources

cnx.org/latest - Preview

free edtech

21 Jul 08

Introduction | Community of Inquiry

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hybrid_courses blended_learning edtech

16 Jun 08

Active Learning and Technology: Designing Change for Faculty, Students, and Institutions (EDUCAUSE Review) | EDUCAUSE CONNECT

Pedagogical practices should also drive faculty decisions about the technology tools best suited for specific learning objectives in a specific learning environment.

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activelearning edtech

This is an area where colleges should start showing students how to use wikis, collaborative concept mapping, and other Web 2.0 tools. - jjedtechguy on 2008-11-06

A review of the literature on faculty development offers six broad strategies—best practices—that ensure program longevity and increase the likelihood that faculty will participate, learn, and ultimately change: (1) manage institutional issues; (2) implement adult learning practices; (3) offer incentives to participate; (4) deliver workshops; (5) utilize colleagues and peers; and (6) provide ongoing support.⁶
A robust, sustained faculty-development program is at the heart of transformational individual and institutional change.
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- But for substantive change to occur, transformational development efforts must involve systematic, goal-directed, sustained activities that are integral to the daily work of academic community members.
- .⁹ Pedagogical practices should also drive faculty decisions about the technology tools best suited for specific learning objectives in a specific learning environment
- A variety of discipline-specific pedagogical strategies that require students' active engagement and that develop their problem-solving and problem-posing skills in the context of technology-enabled learning environments should be standard practice in academe at this point; yet in large measure, such is not the case.
- Even without widespread support mechanisms and goal-oriented incentive programs in place to sustain pilot efforts, shifts in pedagogy are beginning to occur as faculty members' perceptions of students' interests, needs, and abilities change. Many faculty recognize that for today's students to acquire complex problem-solving, critically reflexive analytical thinking, and succinct communication skills in appropriately technology-assisted contexts, the faculty will have to approach teaching differently in order to bring their own expertise to bear in meeting students' learning needs.
- Some resistance to such change will come from students. Not all contemporary students are eager to have faculty disrupt known approaches to teaching, including the "stuff and dump" learning that even they criticize, to become critically engaged, self-reflexive, sophisticated problem-solvers and producers of knowledge. Maryellen Weimer, a leading scholar-practitioner of learner-centered pedagogy, explains that most students come from primary and secondary public educational systems that have shaped them into "passive learners who are neither confident nor empowered."¹¹ For many students, standardized testing has often worked to derail their innate intellectual curiosity and their desire to know the "whys" and "hows" of a given topic or subject area. Standardized testing and the concurrent teaching-to-the-test that occur in far too many schools result in students who are skilled at test-taking but who are not skilled at, or much interested in, the development of higher-order thinking and complex problem-solving skills. These are the students who want to know exactly what material will be on the exam. Faculty who construct interactive, technology-enriched learning environments that focus on applying learning to real-world issues can cause students to lose interest in "stuff and dump" learning, but doing so will require an intentional, concerted effort on several fronts.
- One way to mitigate students' resistance to accepting responsibility for learning is to actively involve them in understanding why a particular approach to pedagogy underpins a learning experience. Often students don't know why faculty are doing what. Explaining to students that an interactive teaching approach to a curriculum or a course develops skills needed to apply knowledge in real-world settings offers a platform for participation that invites understanding.
- Today, helping students make the transition from passive to active learners means engaging them in the conversation from the beginning.

09 May 08

elearnspace. Connectivism: A Learning Theory for the Digital Age

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collaboration edtech learning_theory

Limitations of Behaviorism, Cognitivism,
and Constructivism

06 Apr 08

Collaborative writing software online with Writeboard. Write, share, revise, compare.

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collaboration edtech education web2.0

01 Apr 08

Learning Digitally

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Jerry Johnson's Library tagged edtech → View Popular

Teaching with Technology / Syllabus

Apple Learning Interchange - Videography for Educators

Curriki - WebHome

NETS_T_Standards_Final.pdf (application/pdf Object)

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Moving Teaching and Learning with Technology (EDUCAUSE Review) | EDUCAUSE CONNECT

Introduction to Open Educational Resources

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Active Learning and Technology: Designing Change for Faculty, Students, and Institutions (EDUCAUSE Review) | EDUCAUSE CONNECT

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