Blogs, Pocket PCs, Assessment and Faculty Development: The Scholarship of Tomorrow’s e-Learning

1. Blogs, Pocket PCs, Assessment and Faculty Development: The Scholarship of Tomorrow’s e-Learning

2. Faculty Development Workshop • Funded by VP of Academic Affairs • Competitive application • Faculty driven, learner-centered • One 3-hour session each week • 7 weeks • Multiple team assessments • Self-assessment weekly blog posting

3. Faculty Development Workshop • Expected Outcomes • Employ 4 stages of assessment • Utilize blogs as reflective practice • Locate variety of assessment resources • Apply variety of assessment techniques • Exhibit familiarity with Pocket PC

4. Faculty Development Workshop • Expected Outcomes • Engage in and contribute to departmental and school-level assessment discussions with confidence and expertise • List reasons why employing assessment at the classroom level is key to scholarly teaching

5. Faculty Development Workshop • Pre- and Post-Assessment Data • 4 Stages of assessment knowledge • Use of PPC • Use of classroom assessment techniques

6. Faculty Development Workshop 4 Stages of Assessment Knowledge

7. Faculty Development Workshop 4 Stages of Assessment Knowledge

8. Faculty Development Workshop 4 Stages of Assessment Knowledge

9. Faculty Development Workshop 4 Stages of Assessment Knowledge

10. Faculty Development Workshop Classroom Assessment Techniques • Attitude Survey • Concept Tests • Concept Mapping • Conceptual Diagnostic Tests • Interviews • Mathematical Thinking • Minute Paper • Multiple Choice Test • Performance Assessment • Portfolio

11. Faculty Development Workshop Classroom Assessment Techniques • Blog • Presentations • Case Studies • Scoring Rubrics • Student Assessed Learning Gains • Weekly Reports • Self Assessments • Memory Matrix • Chain Notes • One Sentence Summary • Application Cards

12. Faculty Development Workshop Classroom Assessment Techniques

13. Faculty Development Workshop Classroom Assessment Techniques

14. Faculty Development Workshop Pocket PC Expertise

15. Faculty Development Workshop Using Blogs for Reflective Practice • Blog is short for Web log—like an electronic journal that is available on the web • Blogs contain personal views and opinions of individuals who want to make theirs known • Blogs can be regularly updated • Blogs can be appended by other bloggers

16. Faculty Development Workshop Using Blogs for Reflective Practice • To use a blog as an assessment tool, a teacher establishes a “syntax” for students to follow so they can be located in cyberspace • Last spring, for example, I use BCOM2285Professor.blogspot.com • The URL was http://bcom2285professor.blogspot.com/

17. Faculty Development Workshop Using Blogs for Reflective Practice • Examples from Managerial Communication • Carol • Cathy • Chad • Courtney • Jaime • JasonO • JasonS • Jenni • Justin • Kristin • Matthew

18. Faculty Development Workshop Locate and apply a variety of CATS • Angelo, T and Cross K. Classroom Assessment Techniques: A handbook for college teachers. • Huba, M. and Freed, J. Learner-Centered Assessment on College Campuses. • Field-Tested Learning Assessment Guide (http://flaguide.org)

19. Faculty Development Workshop Locate and apply a variety of CATS • The programming language in a Computer Science course changed. • The students grades plummeted. • In Spring 2005 new teaching strategies • Supplemental reference material • Online Terminology Review Quiz before Lecture • Online Interactive Tutorial • Assessment tools used to determine if these new strategies were helpful

20. Faculty Development Workshop Locate and apply a variety of CATS • Attitude inventory • Concept maps • Concept tests • Conceptual diagnostic tests • Performance assessment • One minute paper

21. Faculty Development Workshop Locate and apply a variety of CATS Attitude Inventory • A series of statements that students express their agreement or disagreement • The CodeLab exercises are easy to understand • It is clear how CodeLab exercises fit into this course • The CodeLab exercises help me understand the concepts discussed in class

22. Faculty Development Workshop Locate and apply a variety of CATS Concept Mapping • Diagram that organizes information into meaningful categories • Create UML Diagram for Rectangle class

23. Faculty Development Workshop Locate and apply a variety of CATS Concept tests • Questions presented during class involving key concepts • Poll students • Write an if-statement that will a) display “passing grade” and b) increment counter by 1 if grade is at least 60. • Write an if-statement that will display “high average” if the average of score1, score2 and score3 is greater than 95.

24. Faculty Development Workshop Locate and apply a variety of CATS Conceptual diagnostic tests • Multiple choice/short answer test designed with common misconception in mind • Before lecture, students read the chapter and take an online multiple choice terminology test.

25. Faculty Development Workshop Locate and apply a variety of CATS Performance assessment • Require students to solve problem • Online interactive tutorial

26. Faculty Development Workshop Locate and apply a variety of CATS One minute paper • Summarize new topics/ concerns • After the lecture, students were asked to respond to two questions: • What was the most important thing you learned today? • What questions remain uppermost in you mind as we conclude this class session?

27. Faculty Development Workshop Exhibit Familiarity with Pocket PC • Read the manual! • “User guide” and “How to” guides are also available on HP’s web site (PDF) • Adobe Reader for PPC is available from Adobe’s web site • Can carry your manuals on a storage card • Use Google • Chances are someone has already performed the task that you want to do or has already asked the question

28. Faculty Development Workshop Exhibit Familiarity with Pocket PC On the right hand side, you have the Camera button, The SD Slot, and volume controls. The left side of the unit is home to the audio connector, record, and resetbuttons. The audio connector is a tip/ring/sleeve 3.5 mm stereo headphone jack withmicrophone support built in.

29. Faculty Development Workshop Exhibit Familiarity with Pocket PC • Application Tips • Pocket Word/Excel • Adjust your text size • Adjust the zoom size • Explorer • Experiment with “Fit to screen” • Experiment with text size • Adjust window frames • WebCT • Hide navigation, show navigation • WiFi not connecting? • Turn device off and back on • Rotating icon in middle of screen that won’t go away? • Try soft reset • Yahoo not working? • Will not work on WiFi w/o an IM client (e.g., AgileMessenger)

30. Where can I find tips, software or other resources for my Pocket PC?http://www.pocketpchow2.com/http://davesipaq.com/http://www.handango.com http://www.microsoft.com/windowsmobile/pocketpc/ppc/default.mspxhttp://www.ppcnewswire.com/ http://www.medicalpocketpc.com/http://www.pocketpcmag.com/Where can I find a list of Pocket Internet Explore friendly web sites?http://www.piefriendly.com/ Faculty Development Workshop Exhibit Familiarity with Pocket PC

31. Taking roll Student response system Electronic polling Quizzing Testing CATS Streaming audio & video WiFi eBooks Remote control for PowerPoint presentations Data Acquisition Blogging “beaming” assignments Video chat Faculty Development Workshop Exhibit Familiarity with Pocket PC

32. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions • Assessment is not a bad word! • The pitfalls of developing an effective assessment program: • Confusion • Resistance to change • Academic freedom • Mistrust • Open antagonism

33. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions “The SACS Experience” Program Goal 1: Students will exhibit critical thinking skills through the proper application of the Scientific Method

34. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions • “I have been teaching for over twenty years. I won an excellence in teaching award. Why should I mess with this nonsense?” • The key to assessment is a shift in thinking: • What/How am I teaching? • What/How are the students learning?

35. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions

36. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions Ammunition in the pro assessment arsenal Quotes from Huba & Freed (2000) “Learner-Centered Assessment on College Campuses” • “The reason is not so much that our current approach is “broken” and in need of “fixing,” but rather that we are underperforming…” p. 3.

37. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions Ammunition in the pro assessment arsenal Quotes from Huba & Freed (2000) “Learner-Centered Assessment on College Campuses” “Learning is an active search for meaning by the learner—constructing knowledge rather than passively receiving it, shaping as well as being shaped by experiences…” p. 34.

38. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions Ammunition in the pro assessment arsenal Quotes from Huba & Freed (2000) “Learner-Centered Assessment on College Campuses” • “…test scores and grades help professors and students monitor learning, but they do little to promote learning.” p. 153.

39. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions The role of the Department Chair • Promoting the atmosphere for discussion • Do as I do • Designing an outcomes based approach to student learning

40. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions The role of the Department Chair Thinking Skills • an appreciation for sound experimental design • competence in the analysis and interpretation of scientific data and literature • proficiency in oral and written communication • consideration of the ethical implications of scientific investigation Knowledge

41. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions The role of the Department Chair Does our program accomplish what we say we want for our students? How do we know? What do we do if students are not achieving? These questions lead faculty to consideration of course assessment

42. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions The role of the Department Chair Arbiter between the faculty and higher administration Promote faculty interest – do not force feed Faculty development & release time Resource acquisition and allocation

43. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions The key to successful assessment A department chair who recognizes the value of program and course level assessment!

44. Faculty Development Workshop Contribute to Departmental and School-Level Assessment Discussions If you are an individual faculty member: get your chair to recognize the value of assessment find like-minded faculty in your department or your institutional center for teaching excellence

45. Faculty Development Workshop Why Assessment is Key to Scholarly Teaching The scholarship of teaching and learning is “intentional, studied, prepared, monitored, reviewed, shared, revisited, revised, and revived.” • It seeks to make teaching a more public vs. a “private” activity by opening teaching to critical evaluation • Thus, it involves forms of assessment and scholarly reflection on our own teaching

46. Faculty Development Workshop Assessment and Scholarly Teaching Challenges to Scholarly Teaching Teaching can be considered outside the realm of true “scholarship” by some faculty, and discussion of actual teaching and assessment issues are rare in many academic departments and units. Faculty development sessions can create opportunities for such faculty dialogues on assessment within and among academic departments.

47. Faculty Development Workshop Assessmentand Scholarly Teaching Assessing and listening to students provides better appreciation of • Diversity of student learning styles and views • Existing student knowledge, skills, and dispositions • Opportunities to create and enhance student learning

48. Faculty Development Workshop Assessment and Scholarly Teaching Sources of Information on SOTL • Hutchings, Pat, ed. Opening Lines: Approaches to the Scholarship of Teaching and Learning, 2000. • Mary Huber, Disciplinary Styles in The Scholarship of Teaching: Reflections on the Carnegie Academy for the Scholarship of Teaching and Learning, 2002. • Mary Huber, Developing Discourse Communities Around the Scholarship of Teaching, 1999. • Lee Schulman, Taking Learning Seriously (Change, 1999)

49. Faculty Development Workshop Assessment and Scholarly Teaching Examples of Publication Outlets for SOTL • The Journal of Scholarship of Teaching and Learning • Inventio • College Teaching • Innovative Higher Education • Teal: A Journal of Scholarship on Teaching and Learning • Studies in Higher Education • MountainRise: an electronic journal dedicated to SOTL

50. Faculty Development Workshop The FDW Today • http://hercules.gcsu.edu/agrubb • Final week of FDW in Fall ’05 • Taking application for Spring ‘06