The session began with a e-Literate-TV: regarding Developmental Math (to be released soon on e-LiterateTV)
http://schedule.sxswedu.com/events/event_EDUP991240 The session is implementation focused
Daniel Patrick Moynihan regarding education and systems thinking in 1971: This is not a simple input-output system.
Jen McGrath: Rio Salado: Systems approach – we communicate well and include many people in the conversations (that can sometimes be sticky) – the role of the faculty member changes in the adaptive courses they have developed. Students can move through the content based upon their own needs since the course is driven by the adaptive content. “Distance”: HLC vs. “Correspondence”: HLC is related to the amount of faculty interaction.
Adaptive learning program can be self paced which can impact Title 4 funding. Not enough data yet to make good conclusions – need patience – stakeholder (PI) leadership during implementation is critically important!
Casey Green: God created the world in 6 days because there was no legacy software, legacy systems or legacy users.
Buy-in from faculty easier due to 24 full time faculty vs. the number
Faculty can focus on the higher level thinking when the students are using adaptive, personalized courses
OER and reduce books initiative – Greater willingness to adopt
Dale Johnson: AZ State
Process that requires a culture of innovation – the faculty are leading the process due to the fact that they know there is a need. They need access to the real data: if they can see the data they can own the process due to the desire to improve the story that the data tells. The faculty have helped to innovate and design new dashboards asking for more data, new data. Engagement level of the faculty and their interests play into this this. Psych: student improvement + $$ Stipends – helps to motivate.
Successful with Math for now… working with 9 other gen eds now: Psych, Chem, others..
The success in Math: if they can do it, we can do it. Building a story of success gives others confidence that we aren’t taking risks with the student’s learning.
George Siemens: UTA Link Lab
Personalized and Adaptive – DALMOOC
Dual-Layer MOOC the learners did not receive the course well. We need a learning enlightenment where learners begin to own their own learning and do the things for themselves that instructors used to do for them. The course worked with
We are very good information foragers and make good decisions regarding the social connections that provide value to us. The social portion of knowledge building is critical. We cannot blindly ignore the affordances of technology. But,what leads and what drives? When you have a growing # of tensions points we have not made it to a resolution yet. By giving learners control of their own learning, which they may not be ready for, may help. “We don’t know how to use technology intentionally and mindfully”
Casey Green: Social engagement: Image of online learners are online on their own especially in MOOCs.
How do we do sticky?
In online environments – we have the tools sets
MOOCs were going to raise our children and bake bread.
MOOCs were framed as in conflict with Universities.
We need to stop framing the message as “This will replace THAT” and accept that Universities will not be the sole provider of credentials or learning opportunities!
Marco Molinaro: Using OLI materials – Trained TA’s to change the educational model. Increased overall points on assessment by 5% and odds of students passing by 60%. When the instructors saw how much fun the TAs were having the instructors said “We want some of that” – using clickers and engagement in the classroom by harnessing the data from the online adaptive lessons. 1/2 of class is dedicated to addressing the portion of the content that students were not understanding the other 1/2 focused on group work that allowed them to work problems and dive deeper.
Earthquake caused them to lose a classroom – had to teach in a gymnasium which made things difficult for a while for many reasons.
Casey Green: The people who are working on these projects are sometimes not recognized or rewarded for their efforts? How many of you feel this way?
Marco Molinaro: Feedback from Graduate Students: Many have difficulty finding a job with a PhD. Can’t find a job even in community college – the faculty really expect the TAs to deliver on the research.
Student – Jimmy Wadman: Has served as a TA. The most important part of the discussion “Does it work?” There are new ideas but you ned to get input from the students themselves. In terms of course development (UT Chemistry) blended with undergraduate TAs. Learn the ropes by attending an undergraduate TA course. Talking to a peer about the information made the experience more comfortable than the high stakes.
If you implement any new innovation it is a Leap of Faith- the psychology of the classroom changes – you must go ALL IN don’t falter and be ready to support the process with all the resources possible.
Perceptions as a student: “Looking to learn” Interested in internalizing the information – Not just text: video
As a TA – looked for the happiness of the students – knowing their name and talking to them seemed to help.
We are going to have to create other measures that are understandable and easy to interpret. We are the culture.
Casey Green: Psychiatrist: How many does it take to change a lightbulb… it has to want to change.
MOOCs (gsiemens) – There is a conversation that had never happened before about teaching and learning. *Many of those going into MOOCs are fully supported and lower tiered Asst. Professors are unsupported
Digital Learning Research
Practical Impact: Transparently available – open journals –
Second Life has become bell bottoms to us. @gsiemens
Meg: engagement regarding to teaching and learning conversation
Audience Questions: Concerns about the drop in course evaluations when implementing new instructional approaches.
Jimmy Wadman: Transparency regarding the instructional approaches
George Siemens: Learning enlightenment is required”
Rules for change agents: Machiavelli
- concentrate your efforts
- pick your issues carefully, know when to fight
- know the history
- building coalitions
- set modest – and realistic – goals
- leverage the value of data
- anticipate personnel turnover
- set deadlines for decisions
- nothing is static – anticipate change