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Epiphany vs. Evidence Panel Discussion

Epiphany vs. Evidence Panel Discussion. Carl Berger Lev Gonick Gilbert Gonzales K.C. Green Lynne O’Brien. Educause ~ Orlando, FL ~ Oct. 19, 2005. Overview. Goals and evaluation for 2004-05 Duke iPod project Evolution to Duke Digital Initiative with new goals and evaluation plan.

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Epiphany vs. Evidence Panel Discussion

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  1. Epiphany vs. Evidence Panel Discussion Carl Berger Lev Gonick Gilbert Gonzales K.C. Green Lynne O’Brien Educause ~ Orlando, FL ~ Oct. 19, 2005

  2. Overview • Goals and evaluation for 2004-05 Duke iPod project • Evolution to Duke Digital Initiative with new goals and evaluation plan

  3. Context for our iPod initiative • Our one of nine goals in our Univ. Strategic plan was to foster wider use of technology in all aspects of campus life • Over 5 years we encouraged instructional initiatives with laptops, Blackboard, PDA’s, streaming media, wireless and more… • Decision to use iPods was a convergence of a readiness to try something new, opportunities with Apple, and the growing popularity plus newness of the iPod

  4. iPod Project goals for 2004-05 • Mostly an experiment, “scattering seeds” • As experiments got underway, different kinds of goals emerged, making a structured evaluation difficult • Another challenge was trying to decide early in the spring whether to continue, when the experimentation was still evolving

  5. Evaluation focus • Was iPod a stimulus to innovation in teaching and learning? • Which uses were most fruitful and should shape planning for academic technology? • How feasible was it to use iPods, and should the experiment be continued, dropped or changed?

  6. Evaluation strategies • Classroom observations • Faculty / deans/ staff discussion sessions • Staff focus groups • Faculty project reports • Faculty and student questionnaires • Faculty and student focus groups Full report at end of year available at: http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf

  7. Findings: Yes, they used them! • iPod use in15 fall, 33 spring courses* • 75% of first-year students said they used iPod in a class or for independent support of their studies* • Recording = most widely used feature for academic purposes, although all features used in at least some ways* • Of course they listened to music! * Includes formally designated iPod courses plus independent use

  8. Findings: Yes, iPods drove innovation • Faculty ideas and interest exceeded expectations • Innovation with iPods prompted exploration of other new technologies • “Fun factor” and low learning curve drove class use • Faculty who previously had not experimented with IT tried new things

  9. Findings: Internal impact • Fast pace of implementation meant that some infrastructure wasn’t ready – made it hard to know if something would have been more educationally valuable if the support was more robust • Increased collaboration among Duke IT groups • Prompted much discussion among faculty, staff, students and administrators about technology in teaching

  10. Findings: External impact • Significant and unanticipated publicity • Many inquiries from and opportunities for collaboration with other educational institutions • New partnerships with publishers, hardware and software vendors • Increased visibility for Duke as technology innovator

  11. DDI – Overarching Goals Based on what we learned, Duke is now focusing on extending parts of the experiments which seemed most promising. • Innovative and effective teaching • Curriculum enhancement • Infrastructure development • Knowledge sharing

  12. Evaluation strategy for DDI • Earlier and more discussion with faculty and administrators about goals so we have more agreement about what to evaluate. • More structured and consistent evaluation to make it more likely that faculty and students will complete evaluation activities • Asking each faculty member with a project to choose one thing that they want to know about the outcome of using tech in their course and then helping them figure out how to measure that – to get more faculty to buy into evaluation

  13. Now tech innovation is 3 year cycle • Year 1 - Experimentation, open-ended • Year 2 – Select what seems most promising and extend that more broadly • Year 3 – Transition to established support models for the things that prove worthwhile • Each year, some technologies would be at each of these stages.

  14. Useful web sites • Full evaluation report on first year of iPod initiative http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf • DDI website with this years goals and some evaluation information, plus pointers to what is new and experimental this year http://www.duke.edu/ddi/ • CIT website has list of instructional projects for last year and this year http://cit.duke.edu/about/ipod_project.do

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