a systemic approach to online learning and faculty development in suny –
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A Systemic Approach to Online Learning and Faculty Development in SUNY – . Peter Shea Director: SUNY Learning Network SUNY Teaching, Learning, and Technology Program Office of the Provost State University of New York http://SLN.SUNY.EDU. Overview. Topics How do people learn? - PowerPoint PPT PresentationTRANSCRIPT
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
A Systemic Approach to Online Learning and Faculty Development in SUNY –
Peter SheaDirector: SUNY Learning NetworkSUNY Teaching, Learning, and Technology ProgramOffice of the ProvostState University of New Yorkhttp://SLN.SUNY.EDU
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
TopicsHow do people learn?What conditions lead to learning?How do people learn online?What conditions lead to online learning?A model for assessing and guiding progress in these areasWhere does MERLOT fit in?
Context - why we are interested in these topics…
Overview
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
What makes a good, higher education, online-learning
environment?
How does technology mediation change teaching and learning?
Who cares? Why are we interested in this question?
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Introduction State University of New York
The largest unified public university in the nation 400,000+ students 20,000 + faculty 64 Campuses
4 University Centers 5 Specialized Colleges 2 Health Science Centers 13 Arts & Sciences Colleges 5 Colleges of Technology 30 Community Colleges
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Rapid growth in online learning environments across SUNY
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Growth in Course Management Systems in SUNY
Estimated Campus CMS Use in SUNY:
Angel 3
Blackboard 20+
CourseSpace 8
SLN 57
TopClass 6
WebCT 20+
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Growth in the SUNY Learning Network:
The online learning forum of the State University of New
York
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
BackgroundGrowth in campus participation
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State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
BackgroundGrowth in complete online courses offered
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State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
BackgroundGrowth in enrollments
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State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
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CertificatesAssociateBaccalaureateGraduate Degree
Growth in complete online degree programs
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
2001 Educause Award2001 Sloan-C Award for Excellence in ALN Faculty Development
2002 Sloan-C Award for Excellence in Institution-wide ALN Programming
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
A task for youWith a partner, answer the following questions -
How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Community
Assessment Centered
A Developing Conceptual Framework for Online Learning
Knowledge Centered
Learner Centered
Bransford, et al (2002) “How People Learn”
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Knowledge Centered –Outcomes oriented - knowledge, skills, and attitudes needed for successful transfer. Learner Centered - connect to the strengths, interests, and preconceptions of learners and help them learn about themselves as learners. Community Centered –environment where students feel safe to ask questions, learn to work collaboratively, and are helped to develop lifelong learning skills. Assessment Centered - provide multiple opportunities to make students’ thinking visible so they can receive feedback and be given a chance to revise.
“How People Learn” Framework(Bransford et al, 2002)
People learn best in environments that are:
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Another task for youHow do people learn best online?
What conditions are necessary for learning to occur online.
(especially in higher education)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
What makes a good, higher education, online-learning
environment?To answer this you need to know:
1) What makes a good learning environment “offline”?
2) What are important, specific, best practices for adult learners in higher education?
3) What are important specific, best practices for adult online learners in higher education?
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
What makes a good, higher education, online-learning
environment?To answer this you need to know:
1) What makes a good learning environment generally?
Again the Brandsford et. al model is a good start...
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Community
Assessment Centered
A Developing Conceptual Framework for Online Learning
Knowledge Centered
Learner Centered
Bransford, et al (2002) “How People Learn”
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
What makes a good, higher education, online-learning
environment?To answer this you need to know:
2) What are important, specific, best practices for adult learners in higher education?
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Contact Between Students and Faculty
Reciprocity and Cooperation Among Students
Active Learning Techniques
Communication of High Expectations
Respect for Diverse Talents and Ways of Learning
Prompt Feedback
Time on Task
The 7 principles of good practice in undergraduate education encourage:
"Certain institutional practices are known to lead to high levels of student engagement. Perhaps the best known set of engagement indicators is the "Seven Principles of Good Practice in Undergraduate Education."
(Kuh, 2001 – National Survey of Student Engagement) Chickering and
Gamson, (1987)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Community
Assessment Centered
Active Learning Techniques
Prompt Feedback
Contact Between Students and Faculty
Student Reciprocity and Cooperation
Time on Task
The 7 principles of good practice encourage:
Communication of High Expectations
Respect for Diverse Talents and Ways of Learning
A Developing Conceptual Framework for Online Learning
Chickering and Gamson, (1987)
Bransford, et al (2002) “How People Learn”
Learner Centered
Knowledge Centered
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
What makes a good, higher education, online-learning
environment?To answer this you need to know:
3) What are important specific, best practices for adult online learners in higher education?
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence
Setting Climate
Supporting Discourse
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Teaching Presence
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Teaching Presence1.Instructional Design and Organization2.Facilitating Discourse3.Direct Instruction
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Instructional Design and Organization Setting the Curriculum Designing Methods Establishing Time Parameter Utilizing the Medium Effectively Establishing Netiquette
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Facilitating Discourse Identifying areas of agreement and disagreement Seeking to reach consensus/understanding Encouraging, acknowledging, and reinforcing student contributions Setting climate for learning Drawing in participants, prompting discussion Assessing the efficacy of the process
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Direct Instruction Presenting content and questions Focusing the discussion Summarizing the discussion Confirming understanding Diagnosing misperceptions Injecting knowledge from diverse sources Responding to technical concerns
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence
Setting Climate
Supporting Discourse
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Social PresenceThe ability of participants in an online course to project their personal characteristics into the community to present themselves as “real people."
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Three Forms of Social Presence
• Affective - The expression of emotion, feelings, and mood
• Interactive - evidence that the other is attending
• Cohesive - activities that build and sustain a sense of group commitment
http://cade.athabascau.ca/vol14.2/rourke_et_al.html
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence
Setting Climate
Supporting Discourse
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Cognitive Presence
“The extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry”
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence
Setting Climate
Supporting Discourse
A Developing Conceptual Framework for Online Learning
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
CommunityWhat is community?
What does it mean to have a sense of community?
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Community1) Spirit – “recognition of membership”
2) Trust – “willingness to rely on others”
3) Interaction – “toward the completion of assigned tasks” or “toward relationships among learners”
4) Learning “educational needs are satisfied through participation” (Rovai, 2002)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence(Assessment Centered)
Setting Climate
Supporting Discourse
Prompt Feedback
Contact Between Students and Faculty
Reciprocity and Cooperation
The 7 principles of good practice encourage:
A Conceptual Framework for High Quality, Higher- Education, Online Learning
Chickering and Gamson, (1987)
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence(Knowledge Centered) Time on Task
Active Learning Techniques
Communication of High Expectations
Respect for Diverse Talents and Ways of Learning
Bransford, et al (2002) “How People Learn”
(Learner Centered)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Online Learning Community
Social Presence
Teaching Presence(Assessment Centered)
Setting Climate
Supporting Discourse
Prompt Feedback
Contact Between Students and Faculty
Reciprocity and Cooperation
The 7 principles of good practice encourage:
A Conceptual Framework for High Quality, Higher- Education, Online Learning
Chickering and Gamson, (1987)
Critical Inquiry in a Text-Based Environment
Garrison, Anderson, and Archer (2002)
Selecting Content
Cognitive Presence(Knowledge Centered) Time on Task
Active Learning Techniques
Communication of High Expectations
Respect for Diverse Talents and Ways of Learning
Bransford, et al (2002) “How People Learn”
(Learner Centered)
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Where does MERLOT Fit?Depends on how MERLOT is defined:
• as a project/community• by the media contained in the
repository
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
As a project/communityThe MERLOT Project represents a large (9000+) “community” of members with a systemic approach
MERLOT itself is large “hybrid” learning community or community of practice addressing issues of common concern to participants.
SUNY supports eight members of MERLOT Editorial Board in this community
SUNY offers a complete online MERLOT training course to faculty development professionals
SUNY also supports dissemination via MERLOT-sponsored and local workshops for faculty development professionals
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
As a repositoryObjects in MERLOT are also knowledge centered -
They can help students to understand concepts more deeply and meaningfully
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
As a repositoryObjects in MERLOT allow for alternate forms of representation
•simulations•animations•sound•images
MERLOT is a systematic approach to Learner Centered Tool creation/dissemination– helps students learn in ways that align with their strengths – support for multiple intelligence, diverse learning styles
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
MERLOT in SLNMERLOT is integrated into SUNY Learning Network faculty development efforts –
Ongoing online training and support
F2F Training100 days a year 8 locations in NYS
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
Symbol systemsMERLOT is integrated into SUNY Learning Network faculty development efforts – 100 days a year at 8 locations in NYS
State University of New York The SUNY Learning Network
SLOAN ALN Summer Workshop – Lake George NY, September 2002
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
SLN: Future Directions• Continue to build and refine the model• Continue to participate in MERLOT• Go beyond SLN with MERLOT in SUNY - investigate
opportunities to engage more faculty use
State University of New York An Emerging Model for Online Learning
MERLOT International Conference – August - 2003
?Any questions
?Any questions