Bringing Technology into the Service of Teaching and Learning Creating Partnerships, Creating Scholarship JSTOR Regional

1. Bringing Technology into the Service of Teaching and Learning Creating Partnerships, Creating Scholarship JSTOR Regional Grant Proejct Scott Macklin Oct 27, 2000

2. UW Environment • Large • Community of over 50,000 • One of the larger cities in the state • 703 acres plus Bothell and Tacoma • Decentralized • Sixteen major schools and colleges • Arts and Sciences - 42 departments • Over 4,500 courses per quarter • No required core curriculum

3. THEN 1988 1 thousand email per day 400 networked devices 0 Wired Classrooms Landscape

4. NOW 80,000 UW NetIDs 1 million email per day 38,000 networked devices 213 Wired Classrooms Landscape

5. Our challenge… • Support faculty • Improve teaching & learning with technology . . . In a large, decentralized, heterogeneous, and underfunded public research university

6. UWired is…. • Not a place • Not a program • Not a single person or group …It is a partnership, process and way of thinking.

7. UWired’s Culture COLLABORATIVE

8. Partners at the University of Washington • Computing & Communications • Educational Outreach • Office of Educational Partnerships • Office of Undergraduate Education • University Libraries • …Faculty and Students

9. Three Challenges: • How to bring technology into the service of teaching and learning • How to make information literacy one of the hallmarks of an undergraduate education • How to increase opportunities for students to enter into learning communities

10. Philosophy • Technology in the service of good teaching • Instructional goals and needs should drive applications of technology • Faculty input is critical to the success of faculty support • Development should be part of the workflow, not extra-ordinary • Respond to learner expectations and information needs

11. Diffusion • Convey a relative advantage over existing ways of doing things • Are compatible with expectations, experience and needs of faculty • Reduce complexity associated with new technologies • Are triable in that they can be experimented with on a limited basis • Are widely observable to the campus community *Everett Rogers

12. Service Approach

13. Catalyst Initiative On an average day, 600 UW instructors use Catalyst content. Over 1350 instructors have created 3416 implementations of Catalyst Web Tools. On an average fall day, more than 700 students use Catalyst Web Tools as a part of some learning activity. www.catalyst.washington.edu

14. Scaling Innovation with the 3-Tiered Catalyst Initiative Lesson Learned: Scale support through collaborative partnerships, making disparate resources and innovative practices visible and available to all.

15. Catalyst Web Site

16. Catalyst Profiles . . . Stories of Innovation

17. Teaching Guides start with yourteaching goals

18. The learning section provides information about workshops and clinics

19. Action Planshelp you usetechnology

20. The How-To section has detailed instructions for specific tasks

21. Our tools help faculty easily putup complex Web content • All tools can be used with only a Web browser • Can be linked to course Web sites • Stored on Catalyst account, so you don’t have to use your own Web space

22. Participatory Design & Catalyst Web Tools Lesson Learned: Create tools that meet pedagogical needs expressed by faculty and constantly engage with faculty to make sure the tools remain current and easy to use.

23. Co-Branding with the Program for Educational Transformation throughTechnology Lesson Learned: Provide instructors with direction in how to effectively incorporate educational technologies into pedagogical practices.

24. Researching science of learningInforming design and development Disseminating innovations

25. Goal • PETTT seeks to enhance the effectiveness of the University of Washington's faculty and thus of the institution itself, by creating a campus framework to promote the thoughtful exploration, development, assessment, and dissemination of next-generation technologies and strategies for teaching and learning. Source: http://depts.washington.edu/pettt

26. Approach • Characterize the exemplar • Research the technology in use • Refine the tools and practices • Give shape to the field by characterizing the educational efforts of exemplar projects, in terms of learners, learning domain, instructional approach, and structure of the learning environment. • Transform portions of our process and/or results into tools, resources, and techniques that can be made available for educators (Catalyst) • Present results from the investigations at local and national scholarly meetings and scholarly publications

27. Exemplar Arthritis Source • Arthritis Source • Web-based resource • Developed in 1995 • Extend Educational Mission of UW • 600,000 living with arthritis in WA • 1.5 million in WWAMI • 61% showed clinical improvement as a result of educational intervention (information therapy) • *K Lorig study

28. Exemplar Characterizing the Arthritis Source • Learners • Non-traditional learners (Learners at Large) • Patient with chronic, progressive medical condition • Multiple learner populations sharing information sources • Learning Domain • A constantly changing knowledge domain • Enable multiple distributed authors to contribute content • Instructional Approach • Information therapy • Characteristics of Learning Technology • Web interface to a multimedia database of information

29. Exemplar CSE TVI Pilot • CSE TVI • Instructional approach combining elements of on-demand lecture videos, small group discussion, and tutoring • CSE 142/143 taught to 2,500 annually • Extend UW expertise • Allow other institutions to offer courses • Combination of local resources and disciplinary expertise

30. Exemplar Characterizing the CSE TVI Pilot • Learners • Distance learners • Community College students • Learning Domain • Additive, linear material • Problem solving skills • Instructional Approach • Didactic lecture • Facilitated group discussion • Characteristics of Learning Technology • Digital video streamed from host to remote TVI classrooms

31. Effectiveness of learning science of learning, assessment of outcomes Intervention Interaction interviews, online surveys, lab and field studies Site Value Analysis stickiness, engagement, penetration, path analysis Log Analysis hit rate, referring page, domain Contributions

32. Dissemination Guides under development • Conducting logfile analysis • Conducting online survey (to characterize users and site effectiveness) • Conduction interview with designer/developer • Effective facilitation of online discussions • Authoring and presenting streaming video

33. Coping with Info • Information tsunami • Gods must be crazy • We need more space • Clint approach

34. Timing is Everything&Nihil est simplex

36. Accept uncertainty.Embrace experimentation. “Try again. Fail again. Fail better." --Samuel Beckett

37. depts.washington.edu/pettt www.catalyst.washington.edu catalyst@u.washington.edu

38. WebQ • Create online surveys, quizzes and questionnaires • Download data, or look at it on the Web • Many security options for password protecting your data

39. Peer Review • Create a forum for evaluating student work • Encourage group projects • Any kind of Web content: (text, graphics, sounds, movies) Can be used.

40. UMail • An anonymous email feedback tool • Messages come to your regular email inbox

41. E-Submit • Students can turn in homework online • Saves time and frustration with email attachments • Students receive a digital “receipt”

42. EPost • Create an online discussion board • Many sort options: by thread, subject, author, and date • Option for students to use pseudonyms to encourage frank discussion

43. Templates • Make a course Web site quickly and easily • Simply insert your course information and post to the Web • Edit with any Web editing software

45. Step 1: Needs Assessment Extensive interview • What’s the pedagogical goal? • What’s the applicability to others on and off campus? • What’s the impact on teaching and learning? • What’s the technology and can we implement it?

46. Step 2: Design Review (repeat) Develop screen designs & review • Conduct informal and/or formal usability studies. • Review for terminology, understanding, and concept. • Involve PETTT, students in educational technology, designers and other interested parties.

47. Step 3: Build Program the systems • Build to interface with existing teaching tools • Class lists • UW NetID • Existing computing infrastructure • Use internet standards • CGIs, Apache, Perl, JavaScript • Not locked into vendor

48. Step 4: Testing Release code for testing • Limited announcement to interested faculty. • Actively seek feedback. • Use logs and database statistics to follow-up with instructors. • Ask how faculty “integrated” the technology into the curriculum.

49. Step 5: Catalyst content Develop Catalyst content • Workshops • Documentation • Profiles • Teaching (pedagogy) • Student guides • How-to pages • Quick guides • Frequently Asked Questions (FAQs)

50. Developing for a purpose How do you balance technology and pedagogy? • Diverse development team: Technical Communication, Computer Engineering, Biology & diverse undergraduate staff. • Strong goals: To help teachers teach and learners learn.