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A Systemic Approach to Online Learning and Faculty Development in SUNY –

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?

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A Systemic Approach to Online Learning and Faculty Development in SUNY –

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  1. 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

  2. Overview • Topics • How 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 areas • Where does MERLOT fit in? • Context - why we are interested in these topics…

  3. 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?

  4. 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

  5. Rapid growth in online learning environments across SUNY

  6. 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+

  7. Growth in the SUNY Learning Network:The online learning forum of the State University of New York

  8. Background Growth in campus participation

  9. Background Growth in complete online courses offered

  10. Background Growth in enrollments

  11. Background Growth in complete online degree programs

  12. 2001 Educause Award 2001 Sloan-C Award for Excellence in ALN Faculty Development 2002 Sloan-C Award for Excellence in Institution-wide ALN Programming

  13. A task for you • With a partner, answer the following questions - • How do people learn best? What conditions are necessary for learning to occur? Especially in higher education…

  14. A Developing Conceptual Framework for Online Learning Community Learner Centered Knowledge Centered Assessment Centered Bransford, et al (2002) “How People Learn”

  15. “How People Learn” Framework (Bransford et al, 2002) People learn best in environments that are: 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.

  16. Another task for you • How do people learn best online? • What conditions are necessary for learning to occur online. • (especially in higher education)

  17. 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?

  18. 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...

  19. A Developing Conceptual Framework for Online Learning Community Learner Centered Knowledge Centered Assessment Centered Bransford, et al (2002) “How People Learn”

  20. 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?

  21. The 7 principles of good practice in undergraduate education encourage: 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 "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)

  22. A Developing Conceptual Framework for Online Learning The 7 principles of good practice encourage: Community Contact Between Students and Faculty StudentReciprocity and Cooperation Prompt Feedback Time on Task Learner Centered Active Learning Techniques Communication of High Expectations Knowledge Centered Respect for Diverse Talents and Ways of Learning Chickering and Gamson, (1987) Assessment Centered Bransford, et al (2002) “How People Learn”

  23. 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?

  24. A Developing Conceptual Framework for Online Learning Online Learning Community Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Cognitive Presence Supporting Discourse Social Presence Selecting Content Setting Climate Teaching Presence

  25. A Developing Conceptual Framework for Online Learning Online Learning Community Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Teaching Presence

  26. Teaching Presence • Instructional Design and Organization • Facilitating Discourse • Direct Instruction

  27. A Developing Conceptual Framework for Online Learning Online Learning Community Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Cognitive Presence Supporting Discourse Social Presence Selecting Content Setting Climate Teaching Presence

  28. Social Presence • The ability of participants in an online course to project their personal characteristics into the community to present themselves as “real people."

  29. 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

  30. A Developing Conceptual Framework for Online Learning Online Learning Community Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Cognitive Presence Supporting Discourse Social Presence Selecting Content Setting Climate Teaching Presence

  31. Cognitive Presence • “The extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry”

  32. A Developing Conceptual Framework for Online Learning Online Learning Community Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Cognitive Presence Supporting Discourse Social Presence Selecting Content Setting Climate Teaching Presence

  33. Community • What is community? • What does it mean to have a sense of community?

  34. Community • Spirit – “recognition of membership” • Trust – “willingness to rely on others” • Interaction – “toward the completion of assigned tasks” or “toward relationships among learners” • Learning “educational needs are satisfied through participation” (Rovai, 2002)

  35. A Conceptual Framework for High Quality, Higher- Education, Online Learning The 7 principles of good practice encourage: Online Learning Community Contact Between Students and Faculty Reciprocity and Cooperation Prompt Feedback Cognitive Presence (Knowledge Centered) Time on Task Active Learning Techniques (Learner Centered) Supporting Discourse Communication of High Expectations Social Presence Respect for Diverse Talents and Ways of Learning Selecting Content Chickering and Gamson, (1987) Setting Climate Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Teaching Presence (Assessment Centered) Bransford, et al (2002) “How People Learn”

  36. A Conceptual Framework for High Quality, Higher- Education, Online Learning The 7 principles of good practice encourage: Online Learning Community Contact Between Students and Faculty Reciprocity and Cooperation Prompt Feedback Cognitive Presence (Knowledge Centered) Time on Task Active Learning Techniques (Learner Centered) Supporting Discourse Communication of High Expectations Social Presence Respect for Diverse Talents and Ways of Learning Selecting Content Chickering and Gamson, (1987) Setting Climate Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Teaching Presence (Assessment Centered) Bransford, et al (2002) “How People Learn”

  37. Where does MERLOT Fit? • Depends on how MERLOT is defined: • as a project/community • by the media contained in the repository

  38. As a project/community • The 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

  39. As a repository • Objects in MERLOT are also knowledge centered - • They can help students to understand concepts more deeply and meaningfully

  40. As a repository • Objects 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

  41. MERLOT in SLN • MERLOT is integrated into SUNY Learning Network faculty development efforts – • Ongoing online training and support • F2F Training • 100 days a year • 8 locations in NYS

  42. Symbol systems • MERLOT is integrated into SUNY Learning Network faculty development efforts – 100 days a year at 8 locations in NYS

  43. 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

  44. Any questions Any questions ? ?

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