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Supporting Effective Teaching with Technology: @ONE Carnegie Scholar Program

Learn about the @ONE Carnegie Scholar Program, a research fellowship for CCC faculty to investigate teaching with technology. Scholars receive support, stipend, research mentors, and collaborate in an online environment. Enhance your teaching and research skills.

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Supporting Effective Teaching with Technology: @ONE Carnegie Scholar Program

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  1. Supporting and Promoting Effective Teaching with Technology@ONE Carnegie Scholars / MEET Grant Programs

  2. Presenters • Tom Miner: 2004-2005 Scholar, Sacramento City College • John Whitmer: @ONE Project Director • Blaine Morrow: CCC Confer Project Director • Despina Prapavessi: 2004-2005 MEETer, Diablo Valley College • Gregory Beyrer: 2004-2005 MEETer, Cosumnes River College

  3. @ONE Carnegie Scholar Program 1. @ONE Carnegie Scholar Program Overview 2. Classroom Action Research 3. Tom Miner: Instructor vs. Student -Moderated Discussion Boards 4. Lessons Learned 5. Q&A

  4. @ONE Project Overview @ONE provides technology training, support, and online resources to California Community College faculty, staff and IT professionals in order to enhance student learning and success.

  5. @ONE Services • I. Hands-On Institutes • II. Distance Education • III. Online Resources • IV.Research

  6. @ONE Carnegie Scholar Program • Research fellowship for CCC faculty to investigate teaching with technology with their own students • @ONE provides stipend, research mentors, 2 research retreats, and a collaborative online learning environment to support research • Sponsored by Chancellor’s Office, California Community Colleges

  7. @ONE Carnegie Scholar Program • Scholars may use any technology in any discipline, whether classroom, online, or hybrid • Scholar cohort provides mutual support • Goal 1: create useful information for other faculty • Goal 2: improve your teaching and research skills

  8. 2005-2006 Proposal Evaluation Criteria • Purpose - What issue does the research address? (15 pts) • Activities / Methodology - How will the applicant conduct their research? (15 pts) • Technology Application - What specific use of technology will the applicant study? (5 pts) • Dissemination - How will the Scholar inform others about their research? (5 pts) @ONE Carnegie Scholars

  9. 2003-2004 Carnegie Scholars @ONE Carnegie Scholars

  10. 2005-06 @ONE Carnegie Scholars (1) • Gregory Beyrer - Distance Education and Media Services, Cosumnes River College"Online Student Success": Making a Difference • Carolyn Brown - Graphic Design, Foothill CollegeStudent engagement and outcome in online courses; what can we learn from face-to-face learning communities? • Cheryl Carter - Counseling, Diablo Valley CollegeNon-Traditional Student Participation in Synchronous Online Workshops • Bobby Hutchison - Business, Behavioral and Social Sciences, Modesto Junior CollegeThe Impact of Online Human Sexuality Education on Percpetions of Risk, Worry and Knowledge • Leeds, Kelvin - Mathematics, Santa Ana CollegeTechnology: Fad or Fixture @ONE Carnegie Scholars

  11. 2005-06 @ONE Carnegie Scholars (2) • Len, Patrick - Physical Sciences, Cuesta CollegeAnalyzing Individual and Cooperative Electronic Response Systems to Improve Student Learning and Attitudes in Astronomy • Longacre, Susan - Registered Nursing, City College of San FranciscoUtilizing Online Simulated Clinical Scenarios to Develop Critical Thinking in the Nursing Student • Lukas, Scottv - Anthropology/Sociology, Lake Tahoe CollegeAn Assessment of Reflexive Student Learning in Online Social Science Courses • Rice-Farrand, Frances - Nursing, Los Angeles City CollegeEducation for Future • Stiglich, Denise - Math and Science, Antelope Valley CollegeInteractive PowerPoint and Online Homework Programs in the Classroom @ONE Carnegie Scholars

  12. Classroom Action Research (CAR) • Classroom Action Research is one form of the scholarship of teaching • If traditional research is designed to provide description and build theory, the goal of CAR is to improve the practice of teaching • Dr. Gwenn Mettetal, Division of Education, Indiana University at South Bend • Website for more information: www.iusb.edu/~gmetteta

  13. CAR Conducted by the Practitioner • Focuses on local problems or goals • Has less emphasis on literature; often uses secondary sources • Uses less formal procedures, which may change during study • Establishes validity through triangulation (at least three types of data ) • Uses convenient measures • Focuses on practical, not statistical, significance

  14. Tom MinerSacramento City College Research Question: Which are more effective: instructor or student moderated discussion boards? Research Methods: Pre- and post-class surveys, moderators’ reflective letters, comparison of three discussion boards (number, length, quality)

  15. Midterm Discussion Board Quality of Posts

  16. Average Student Posts on Final Discussion Boards Mostly Student Moderated (without student moderators) 3.25 Mostly Student Moderated (with student moderators) 6.87 Some Student Moderation (w/o student moderators) 2.8 Instructor moderated 3.07

  17. Lessons Learned (1) • Framing the Question • Gathering the Evidence • Collaboration & Follow through • Impact on Teaching

  18. Lessons Learned (2) • Project Management • Faculty-driven content • Process & Product are outcomes • More Carrots, Less Sticks • Keeping It Simple

  19. Questions? • @ONE Website: http://one.evc.edu • John Whitmer: @ONE Project Director: john.whitmer@evc.edu 408.223.6788 • Tom Miner: Sacramento City College minert@scc.losrios.edu

  20. Modeling Effective Educational Technology CCC Confer’s MEET Project A System-wide initiative to explore the educational potential of e-conferencing

  21. Blaine Victor MorrowProject Director, CCC Confer bmorrow@palomar.edu760-744-1150 x 1529

  22. What is MEET? • An initiative from CCC Confer • 20 Grants @$2000 each • Aimed at instruction using e-conferencing technology • Grant Period: 12/04 – 12/05 • An educational technology users’ group

  23. What is MEET? • Modeling (The act or art of sculpturing or forming in a pliable material) • Effective (Producing a strong impression or response; striking) • Educational (Serving to educate; instructive) • Technology (in this case,e-Conferencing via CCC Confer)

  24. So Who MEETs?

  25. Gregory Beyrer and Kakwasi Somadhi, Cosumnes River College Anoop Bhargava, Moorpark College Douglas Borcoman, Coastline CC David Brown, Alan Hancock Alexander Cheroske, Moorpark Solveg Cooper, Cuesta College Liz Crisp and Dennis Driver, Ohlone Jeffrey Diamond, Santa Rosa Jr. College Charles Eason, Solano Sherry Goldsmith and Aaron Holmes, Palomar MEET Recipients

  26. John Gonder, Las Positas Cliff Gottlieb, Shasta Michaela Monahan, Southwestern College James Musgrave, San Diego Mesa Despina Prapavessi, Diablo Valley CC Robin Rogers Cloud, Saddleback Valerie Taylor, De Anza College Connie Tucker, Citrus College Grace Van Thillo, Mt. San Jacinto Lauren Watson, Saddleback More MEETers

  27. Despina Prapavessi, Diablo Valley Community College“Orientation Meeting Template”

  28. Typical Format ofOnline Coursesat Diablo Valley College • Courses start with a two hour face to face orientation meeting • Goals • Discuss successful online learning • Go over the course syllabus • Show the online web site

  29. Inherent Problems • Students miss the orientation meeting • Students cannot add the course late • Students do not use online tools effectively later in the course.

  30. Orientation meeting template using MEET & CONFERe-conferencing technology CONTENTS • Discuss successful online learning • Presentation becomes more interactive • Students can access relevant materials later if needed • Go over the Course Syllabus • Q&A sessions • Tour the online web site • Direct student through a series of screen captures • Easier to see and follow • Students can review when needed

  31. Students miss the orientation meeting Students cannot add the course late Students do not use online tools effectively later in the course Students can attend the orientation meeting anytime, anyplace Students can add late. Students can go over any details they forgot, ask questions and review as needed. ProblemsSolutions

  32. Gregory Beyrer and Kakwasi Somadhi, Cosumnes River College“Online Tutor Training for Online Tutoring”

  33. CRC’s Distance Education Master Plan (draft) • Goals: • “The College is committed to ensuring comparable quality education, effective support services, and accessible learning materials in its distance education program as it does in all of its other endeavors.” • Issues/Objectives: • “Provide access to tutoring for DE students”

  34. Tutoring Issues – Online? • Best practices in tutoring • Environment • Shared workspace • Safe and welcoming • Skills of tutor • Relationship-building skills (trust) • Content knowledge • Asynchronous vs. synchronous?

  35. Online Tutoring and CCCConfer “MEET” • Environment • Easy to use • Friendly help staff • Private workspace • Archive review • Telephone eases communication • Technology expertise for tutors • Skills

  36. Pilot Project • Single class • Experienced online instructor • Experienced tutors • Training module • Role play videotaped • Instruction manual • Six- or nine-week half-unit class • Future expansion plans

  37. CRC Online Tutoring Haroun Idris

  38. For More Information: Blaine Victor Morrowbmorrow@palomar.edu760-744-1150 x 1529

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