Who is driving the bus? Featured talk at University of Tampa
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Who is driving the bus? Featured talk at University of Tampa given on February 17th, 2015.
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Who is driving the bus? Featured talk at University of Tampa
- 1. The digital future: Who is driving the bus? follow @tjoosten twitter.com/tjoosten slideshare.net/tjoosten TanyaJoosten.com Professorjoosten.blogspot.com
- 2. #ut2015ctl
- 3. Who am I?
- 14. Assess your students’ needs Let the data drive your decisions
- 15. According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (http://tinyurl.com/yafu8qz).
- 16. According to PEW Internet study, “Teens who participated in focus groups for this study said that they view email as something you use to talk to ‘old people,’ institutions, or to send complex instructions to large groups “ (http://www.pewinternet.org/Reports/2005/Teens- and-Technology.aspx?r=1).
- 17. 95.1% of 18- and 19-year-olds use social media, primarily Facebook on a daily basis (Salaway, et al., 2009) 96% of undergraduates reported using Facebook (Smith & Caruso, 2010) 43% of undergraduate use Twitter (Smith & Caruso, 2010) 90% use mobile devices to receive and send text messages (Smith, 2010), over 1600 a month (Neilson, 2010) 92% of college-aged students watch YouTube (Moore, 2011)
- 18. I like social media for learning
- 20. Identify your pedagogical goals and students needs Assess your needs
- 21. Increase communication and contact
- 22. Engage students through rich, current media
- 23. Building cooperation and feedback
- 24. Let technology facilitate your strategy Don’t let it be your strategy
- 27. An array of journeys to degree Degree Open Access Flex Blended Self- paced Traditional Online Providing you more access and a choice in planning your flexible journey to degree through –blended, open access, flex, self-paced, and traditional online – courses and program.
- 28. Support your students and your instructors Open, collaborative
- 33. In your teaching, research, and profession Provide open and continuous access
- 34. Flickr CC aidanm
- 35. Flickr CC mathia
- 36. OER and open content
- 37. Open publishing
- 38. Open work
- 39. Open courses
- 40. Open data
- 43. It’s not about the technology, it’s all social Larry Johnson, NMC
- 44. global collaborative anytime anyplace mobility access literacy informal learning
- 45. Connect
- 46. “A virtual place where people share; everybody and anybody can share anything anywhere anytime” (Joosten, 2012, p. 6).
- 48. Use social media
- 49. Warning! Technology is only the medium
- 50. Medium | Message By Wespeck
- 52. Words, Voice, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes Eye Contact, Nodding, Hand Gestures, Posture
- 53. ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes
- 55. Drive the bus, manage the change Don’t get managed or driven
- 56. Get it!
- 57. Connect w/me • twitter.com/tjoosten • linkedin.com/in/tjoosten • facebook.com/tjoosten • juice.gyoza@gmail.com | google+ • juice gyoza | second life
Notas del editor
- Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, including blended learning, learner analytics, MOOCs, open education resources (OER), mobile technologies, social media, gamification, and more. How do we decide what is right for us and our students? I will discuss considerations derived from these trends that will help us design our future.
- www.youtube.com/v/KJS46y7pa_k Full disclosure Technology is something great that can help facilitate positive change in our World However, technology is just the medium. You must chose the right medium and use it appropriately to have the desired impact that you want. <object width="480" height="360"><param name="movie" value="//www.youtube.com/v/KJS46y7pa_k?version=3&hl=en_US"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/KJS46y7pa_k?version=3&hl=en_US" type="application/x-shockwave-flash" width="480" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object> www.youtube.com/v/KJS46y7pa_k
- Realness, authenticism Embrace differences, multiple identities, individuality, and creativity… Increase in use of social media and self-disclosure has led to an increase in the weight indivdiuals put on being real – being human, and being authentic Emotions are valued, emotional intelligence is valued over other intelligences Greater need to develop an identify, express that identify, by building a strong culture and presence as an institution, and developing a voice as a teacher, teacher presence or social presence This is no longer the days of IBM corporate culture, no emotions, logic drives everything…
- OPEN Where they get information? Not behind closed doors. MOOCs, OER YouTube, Social Media Google Resources at our finger tips, in a instant Everyone has access to these techologies, to thee courses Status leveling Democratizing
- Anytime, Anywhere United airlines Ubiquitous Mobile Access Bandwidth Phones, tablets, laptops Push – instant – info, support, etc All instructional materias -- ACCESS
- Access and Equality Every campus process needs to be able to be completed on a mobile device, mobile web or app This includes instructional materials need to be accessible depending on device, bandwidth, time, and disAbility Support needs to be able to be received from all units through multiple mediums and times Library, IT Help, Tutoring, Advising
- Reduce costs, ensure quality Produce results Support student success Great accountability expected Enrollments are down Less funding from States
- Social presence theory from the 70s discusses that rich media leads to perceptions of another, even when being media, as being a real human being, authentic, potentially having greater feelings of immediacy and feelings of intimacy.
- We have come to a time when we as a society value emotions, emotional intelligence. You should show that you care. You can be vulnerable rather than strong and even impersonal all the time. Tell story about mother stripping my emotions to create masculine IBM worker to ensure my success. Increase self-disclose leads to higher degree of trust, social media reveals things through an any one individual’s lens rather than traditional filtering from media alone.
- We have less of a need to keep our private life’s separate from our work life’s. Those who have separate identities on social media are almost seen as shady, hiding something, or just a PR machine. People may want to interact less, may not take what is said seriously…
- Research tell us that the internet allows folks to better express our True selfs. This may be hard for folks who have multiple selfs. The true self and the project self and/or the future self. To not have a multiple selfs. Just one, authentic self.
- Acknowledge the success of faculty and staff in being innovative in using technology to increase the efficacy of the university
- Social Mobile –content deliveyr
- UWM leads the state in the mediated delivery of courses and programs in tech-enhanced, blended, and online, including traditional and self-paces (UPACE). UWM will lead the state in flex programming and competency based education. UWM has received recognition for its efforts in blended faculty development and self-paced (UPACE) instruction.
- GOAL: UWM will lead the state in MOOC delivery. The means to do this will be built off of the knowledge of blended and online faculty development and course design, upace model, and flex programming.
- Students: Learning, at our finger tips just in time Instructor role change, content is already Googleable, what do you bring to the table as an instructor Instructional support, just in time Instructional materials, Oer, MOOCs, how to find repurpose
- Higher education is not longer about weeding out a certain population of students…Russ Polin, WCET, reminded me on Twitter recently that this was an important message
- Our role is to help students grow and flourish, to be successful In providing open and continuous access based on the expectations society has put on our students, we need to change the way we think about things and focus on how to bring down the walls rather than how do we compartmentalize, control, build walls, and charge for entry.
- In bringing down the walls think of open webspaces, open physical spaces, free access, less technology hurdles, more bridges, greater seamlessness, and building transparency…. Support OER or digital content and the creation and sharing of open textbooks. Reading for class should not be privileged. Information is not scarce. Youtube, a social media, and a variety of sources have open, free information to be curated for students. Open content for others to use. 2. Providing faculty with a $5,000 summer stipend to create an open textbook could save students $60,000 in one semester. Let’s student drive and curate content. These are 21st century skills that they will need in the workplace not matter whether or not their job exists today. Transition – focus not only on what is happening inside of the classroom, but what is happening outside of the classroom. 1. OER Study Independent samples t-tests using OER as the grouping variable illustrates OER classes reported significantly higher self-perceived learning (M = 37.29, SD = 7.79) as compared to courses that did no use OER content (M=32.41, SD = 6.58), t(80) = 2.86, p < .01. Additionally, OER courses reported significantly higher self-perceived satisfaction in Ginkgotree (M = 31.06, SD = 4.72) as compared to non-OER content courses (M = 27.34, SD = 4.75), t(80) = 3.404, p < .01.
- Part of this comes through providing open and continuous access to so many things…in so many ways…. 4. Incentive and support (through libraries) open publishing 4. The James A. Gibson Library is cancelling our subscription to a package of 1,363 journals from Wiley-Blackwell effective December 31, 2014 due to financial constraints. The cumulative impact of annual price increases from scholarly publishers, coupled with the higher American dollar, make it impossible for the Library to maintain this subscription.
- Incentivize the capturing of tacit knowledge. Provide free domains for faculty and students to blog and develop digital identities. Please don’t brand them ;) Again, embrace differences, multiple identities, individuality, and creativity… Share your materials as an instructor, start a blog! Open up your course to the public, put your digital content on YouTube. Support your students public displays of their work, building their digital literacy skills, helping them document what they learned in class and showing it to future employers.
- 2. Encourage technical an process systems where courses stay open for the life of a students’ tenure at the university. Provide students access to their content and work, or, allow them to take it with them. 3. Offer free courses to potential or incoming students. Offer free courses in specialized research areas. Offer a free course sharing multiple disciplinary approaches, even interdisciplinary research on world problems. 2. LMS research data – students expect access to digital materials for…ever. 3. Free by Christopher
- Richard Culatta
- How many of you believe this? Ends, 21:56
- Consideration in that Ends, 23:07
- Technology, Ends 24:30
- Outside of the standard curriculum Ends 25:40
- Society in general Ends, 26:16
- All encompassing of the things we talk about Ends, 27:57
- http://www.theonion.com/articles/internet-users-demand-less-interactivity,30920/
- Scoop it Ends, 35;51
- What is it you want to accomplish Ends, 36:25
- Ends, 36:34 http://www.flickr.com/photos/wespeck/4960579336/in/photostream/lightbox/
- Accomplish our goals Ends, 36:46
- In thinking about how we might traditionally communicate with out students… Meet our needs Ends, 38:02 Source, Receiver Sending, Encoding Past experiences, attitudes
- Now you have to start thinking more about what you want to communicate to your students, and what is the best way to communicate that to them, while considering how they are receiving you Ends, 39:12 Source, Receiver Sending, Encoding Past experiences, attitudes
- You need a strategy, in the classroom a pedagogical strategy What social process will it help me facilitate Ends, 39:51