Copyright Jacqueline Moloney, 4/05 for UISs

The New Dynamics of Teaching with

Technology in Higher Education

University of Illinois, SpringfieldTechnology Day

Sponsored by Academic Technology Committee, Office of Technology Enhanced

Learning, Speaker’s Bureau, Brookens Library and Education Technology

Where the faculty are innovative,

The staff and administrators are supportive

And the students graduate well educated

Transforming Our Future Transforming Our Future

Competition Competition from the for-from the for-

profitsprofits

Greater Greater Student Student DiversityDiversity

AccountabilityAccountability/Funding/FundingMeasurin

g Up 2004

Dynamics Transforming

Higher Education

Internet Permeating Life

Sloan-C Mainstreaming the Opportunity 2004

~2,000,000 students

Online Education fastest growth market Challenged Most of Our Assumptions Has driven lots of innovation, Opened Lots of Opportunities Positioned us for change

From UCEA LifeLong Trends 2004 source Campus

Computing 03

Learning Management Systems Change Classroom Dynamics

Web-enhanced Materials, Assignments

Principles Guide Innovation Teaching with Technology Should Enhance

the Campus Mission; Engage traditional academic structures Start small, Build Incrementally,

Think Scalability Evaluate/Assess effectiveness; Build learning

communities aroundnew technology;

0

1000

2000

3000

4000

5000

6000

7000

8000

1997 1998 1999 2000 2001 2002 2003 2004

0

50

100

150

200

250

Student Enrollments Course Offerings

Growth in Enrollment & Course Offerings

Mission: Competing at a new Mission: Competing at a new levellevel UMass Lowell Largest in SystemUMass Lowell Largest in System Helped launch UMassOnlineHelped launch UMassOnline 9 fully asynchronous degrees9 fully asynchronous degrees 11 credit certificates11 credit certificates 7,200 enrollments at UML7,200 enrollments at UML 17,000 at UMOL17,000 at UMOL Sloan-C Members, Sloan-C Members,

CSCE Financial Returns to Campus

1000000

2000000

3000000

4000000

5000000

2001 2002 2003 2004

$2.69M$2.95

M

$3.25M

$4.74M

$6,000,000 UML/ $13,000,000 UMOL new rev. in 04$6,000,000 UML/ $13,000,000 UMOL new rev. in 04Operating Margin soared from 2% to 15%Operating Margin soared from 2% to 15%

Principles Guide Assessment For Excellence

AAHE Assessment Forum Principles1. Assessment is mission-driven, planned and

iterative 2. Engages multiple constituents 3. Applications of assessment lead to improved

learning4. Assessment leads to institutional

transformation Frameworks encourage iterative approach

North Central Assoc. of Schools and Colleges Transformative Assessment Project

Sloan-C Pillars Access, Learning-effectiveness, Satisfaction,

Cost

Four elements:

Plan

Data Collection

Data Analysis

Application of FindingsMoloney, Tello, 2002

•Key Findings

•Need full degrees

•Communication Key

•Library Access and Use

•Engage the Faculty

10. The instructor provided clear explanations of course material.

Electronic Syllabus Redesign ProjectLearning Centered Syllabus:

Clear ExpectationsStudent Performance ObjectivesGrading MatrixCourse Graphic

Information Literacy Millions spent on

electronic library Faculty and Librarians

Partner to Increase Usage

“I’m looking at a world in which documentation and verification melt into air.” Anthony T. Grafton quoted by Scott Carlson, Chronicle of Higher Ed. 3.18.05 p.A30

UMass Lowell Libraries

Information Literacy PortalUMass Lowell Libraries

Information Literacy Portal

Subject Specific Database Demos

Compendex

Ebsco Host

KNOVEL

Science Direct

Proquest Direct

InfoTrac

Silverplatter Databases

Compendex

Ebsco Host

KNOVEL

Science Direct

Proquest Direct

InfoTrac

Silverplatter Databases

Introduction & Overview Videos Introduction & Overview Videos

Intro to Online Resources

Research Strategies

Plagiarism

InfoLit: Why is it important?

Online TutorialOnline Tutorial

AssessmentAssessment

Library ServicesLibrary Services

Virtual CatalogVirtual Catalog

AssignmentsAssignments

Online CatalogOnline Catalog

DiscussionDiscussion

Help!Help!

Draft - M. Shuldman, 2005

Librarians and Faculty Partner to Integrate Into the Curriculum

Faculty and Administrators Join Use Assessment to Optimize the Dynamics

Governance partners in innovation Redefinition of scholarship and workload Departmental/Personal Financial RewardsDepartmental/Personal Financial Rewards Participation in exciting learning communityParticipation in exciting learning community

Taking it to the Progressive Stage

Plan: Redesign Course Eval.’s, Study Interaction, New Program Models

Data Collection and Process Automated Advanced technologies enable automation Accelerated Feedback to Faculty & Program Questions on

Quality/learning Key Findings

Customized Degrees

Faculty Desire More Tools

Applied Findings: Pursue New Options

Options enhanced through web-based, blended, and online instruction

Customized curriculum to address the needs of businesses and organizations

Opportunities to collaborate across institutions

Course Level Improvements Online Collaborative Projects

– http://www.nap.edu/html/howpeople/ Real Time Case StudyReal Time Case Study

http://intra.som.umass.edu/theroux/index.htmhttp://intra.som.umass.edu/theroux/index.htm

Integration of web, electronic text, wireless

– http://www.virginia.edu/insideuva/2004/10/http://www.virginia.edu/insideuva/2004/10/microsoft_thomson.htmlmicrosoft_thomson.htmlhttp://www.cs.virginia.edu/~rea9x/papers/wace-2003-pres.pdf

Center for Academic Transformation E-portfolios Gaming/Simulations

Physics Illustratorhttp://nobelprize.org/medicine/educational/landsteiner/http://nobelprize.org/medicine/educational/landsteiner/

Cyber celebrity C:\Documents and Settings\Administrator\

Desktop\P-Chem_HW-1C_2005-02-15_04-04-PM.htm

TRANSFORMATIVE STAGE

Advancing the mission through transformation Collection and Process

Highly automated, Public, widespread involvement,

Findings Applied: Access

Carryover to face to face Graduate, Accelerated

Learning Effectiveness Modular Learning Outcomes based programs Accelerated Programs

Cost Effectiveness Convert large lectures: Road Map to Redesign

CSCE Mean Course Persistence Rates by Semester & Format

AY 2004-2005 PERSISTENCE RATES

0.00

0.20

0.40

0.60

0.80

1.00

1.20

Fall '03 Winter '04 Spring '04 Summer 1 '04 Summer 2 '04 Fall '04 Winter '05

SEMESTER

PE

RS

IST

EN

CE

RA

TE

Undergraduate 14 Week Face-To-Face Undergraduate Accelerated Face-To-FaceUndergraduate Accelerated Online Undergraduate 14 Week OnlineGraduate 14 Week Face-To-Face Graduate 14 Week OnlineGraduate 8 Week Online

Compiled by Steve Tello, 2005

CSCE Mean Course Persistence Rates by Format

PERSISTENCE RATES - OVER PERIOD OF AY2001 - AY2005

0.75

0.80

0.85

0.90

0.95

1.00

Persistence Rates

PE

RS

IST

EN

CE

RA

TE

Undergraduate 14 Week Face-To-Face

Undergraduate Accelerated Face-To-Face

Undergraduate Accelerated Online

Undergraduate 14 Week Online

Graduate 14 Week Face-To-Face

Graduate 8 Week Online

Graduate 14 Week Online

AY 2001 - AY 2005Persistence Rate Standard Error N

Undergraduate 14 Week Face-To-Face 0.89 0.023 3377Undergraduate Accelerated Face-To-Face 0.89 0.023 26Undergraduate Accelerated Online 0.86 0.021 34Undergraduate 14 Week Online 0.83 0.004 1104Graduate 14 Week Face-To-Face 0.96 0.004 353Graduate 8 Week Online 0.95 0.009 90Graduate 14 Week Online 0.94 0.006 172

Compiled by Steve Tello, 2005

Principles Guide Innovation Teaching with Technology Should Enhance

the Campus Mission; Engage traditional academic structures Start small, Build Incrementally,

Think Scalability Evaluate/Assess effectiveness; Build learning communities around

new technology; Take Pride in All You Have Accomplished

ResourResourcesces

– National Center for Public Policy and Higher National Center for Public Policy and Higher EducationEducation

– http://www.highereducation.org/reports/reports_center.shtml

– UMassLowellUMassLowell– http://www.uml.edu/centers/FTC/– Sloan FoundationSloan Foundation– http://sloan-c.org/– Center for Academic TransformationCenter for Academic Transformation

http://www.center.rpi.edu/index.html– http://www.educause.edu/ir/library/pdf/erm0352.p

df– Assessment ToolsAssessment Tools– http://flashlightonline.wsu.eduhttp://flashlightonline.wsu.edu