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APRIL 28-30 | ORLANDO, FL & ONLINE
Le$cia Pagan, PhD
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Dr. Leticia Pagan, PhD Polytechnic University of Puerto Rico [email protected] [email protected]
Dr. Pagan is professor, business consultant, and content designer. She is recipient of the Massachuse;s So<ware Council’s Above and Beyond Award for her outstanding effort to enhance educa$on through technology. She also received the Stephen Coltrin Award for Excellence in Electronic Media Educa$on from the Interna$onal Radio and Television Society. She has published and presented academic papers in many conferences in the United States, Spain, Great Britain, and Puerto Rico.
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CITE 2015 Par$cipants, a<er a;ending this presenta$on will be able to: -‐ Evaluate issues related to diversity and globaliza$on in
the United States -‐ Understand professors’ needs of training and professional development for the “Global Online Learning Ecosystem” -‐ Analyze challenges and future scenarios for online
learning: MOOCs, Interna$onal Alliances, Virtual Universi$es, and …
DISCUSSION TOPICS • Technology in the Classroom • Diversity and Globalization in Online Learning
Environments
• The Global Online Learning Ecosystem • Model of Faculty Development for Online and
Web-based Environments • Strategies for Planning, Teaching, and
Assessment in the Global Online Learning Ecosystem
• The Future: MOOCs, International Alliances, and Virtual Universities
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About Technology in Classrooms…
We are surrounded by informa$on technology in our daily lives. Mobile devices have changed the way we use technology in the beginning of this century, the same way personal computers changed our lives in the last two decades of the 20th century. In educa$on at all grade levels, this is also true. (Pagan, 2014)
Global ICT developm
ents:
In 2014, 3
billion people will b
e using
the Internet and th
e mobile-‐cellular
market, with 7 billio
n subscrip$ons,
is reaching satura$
on (ITU, 2015)
In the United States half of the total Internet users popula$on of 242 million people accessed the Internet using cell phones in 2012. (Laudon and Laudon, 2014)
Online learning trends show that informa$on and communica$on technologies (ICTs) are changing our classrooms at all levels. [During the past decade] most professors in colleges and universi$es across the na$on have access to computers and the Internet and most of them are using technology in their regular academic ac$vi$es. (Pagan, 2005 ; NCES, 2002 )
Internet Users and Mobile Telephone Subscriptions in the United States
0
50,000,000
100,000,000
150,000,000
200,000,000
250,000,000
300,000,000
350,000,000
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Mobile-‐Cellular Telephone Subscrip4ons in the
United States 2000-‐ 2013
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013 0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Percentage of Internet Users in the United States
2000-‐2013
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
(ITU,2015)
European American,
190,353, 65%
African American , 35,140, 12%
Hispanic, 46,402, 16%
Other, 20,338, 7%
(NCES, 2011)
ETHNICITY
49% 51%
GENDER Male Female
(NCES, 2011)
Individuals using the Internet at Any Loca4on in the United States 2010 (in thousands)
3 and 4 3% 5 to 9
7% 10 to 14 7%
15 to 19 7%
20 to 24 7%
25 to 29 7%
30 to 39 14%
40 to 49 15%
50 to 59 14%
60 to 69 10%
70 or older 9% Age
(NCES, 2011)
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About the Global Online Learning Ecosystem…
Global Online Learning Ecosystem
e-‐ Students
e-‐ Counseling
Innova4on in
Educa4on
Innova4on in
Technology
Online Learning Experts
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About Diversity and Globalization in Online Learning Environments…
Diversity
• Ethnicity • Cultural Iden$ty • Language
-‐ Home -‐ Academic
• Disabili$es • Age • Gender • Socio-‐economics • Other criteria
European American
58% African American
14%
Hispanic 14%
Asian 6%
Pacific Islander 0.03%
Alaska Na$ve American Indian
1%
Two or more Ethnic Groups
3% Nonresident alien
4%
The Condi4on of Educa4on: United States Student Enrollment by Ethnicity Fall 2012
The Condi4on of Educa4on: United States Faculty by Ethnicity 2011
European American,
74%
African American
5%
Hispanic 4%
Asian/Pacific Islander 9%
American Indian/
Alaska Na$ve 1%
Two or more races 1%
Race/ ethnicity unknown
2% Non-‐resident alien 4%
The Condi4on of Educa4on 2002: United States Faculty by Etnicity in 1999
The Condi4on of Educa4on: United States Faculty by Ethnicity in 2011
European American, 563,689, 74.0%
African American 5.5%
Hispanic, 31,331, 4.1%
Asian/Pacific Islander,
66,887, 8.8%
American Indian/
Alaska Na$ve, 3,529, 0.5%
Two or more races, 4,121,
0.5%
Race/ ethnicity unknown,
17,000, 2.2% Non-‐resident alien 4.4%
Eurppean American, 83,9006, 82%
Hispanic 3.0%
Asian/Pacific Islander 4.8%
American Indian/ Alaska Na$ve
0.4%
Race/ ethnicity unknown,
41,986, 4.1% Non-‐resident
alien 0.9%
(NCES, 2002; Pagan, 2004) (NCES, 2002; Pagan, 2004)
In 1990, Americans claimed membership in nearly 300 races or ethnic groups and 600 American Indian tribes, where La$no/Hispanics claimed 70 categories of their own.
(Morison, 1995)
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About the Model of Faculty Development for Online and Web-Based Learning Environments …
Do you have a co-‐worker from another country?
Do you have a friend from another country?
Do you have a neighbor from another country?
Do you have a student from another country?
Do you know your friend’s (from another country) last name?
Do you know how to pronounce your interna$onal student’s name and last name?
Do you know from what country of Asia, La$n America Africa, Europe your new neighbor is?
Diversity: Students, Professors, and Educational Institutions American universi9es are a:rac9ng an increasing number of interna9onal students, among other reasons, for the richness they offer to their learning communi9es. (Pagan, 2004)
The presence of these diverse students for faculty in American colleges and universi$es may offer both opportuni$es and challenges, which range from language and communica$on through social interac$on, cultural effects on learning styles, technology-‐based difficul$es and lack of accultura$on to gender roles and teacher/student expecta$ons. (Pagan, 2005)
… an expanding global middle class and growing young adult popula$ons are increasing the demand for higher educa$on in the developing world, especially in key areas of research and voca$onal study. But as technology expands access worldwide, online ins$tu$ons, open-‐source classrooms and virtual campuses will compete with tradi$onal structures. (The Economist Intelligence Unit, 2014)
This model proposes that professors in web-‐based and online learning environments should be trained to teach diverse students in a variety of ways including technology, depending on the students’ needs , the students’ funds of knowledge, the students’ learning styles, as well as their level of English literacy.
(Pagan 2005, p. 1353)
!!!!!!!!!
Faculty(Development*
Programs(Guided(Toward''Specific'Institution’s"Needs
Faculty(Development*Programs(and(Processes
Professor’s"Cultural'Beliefs'and'Values'
Professor’s"Training'in'Content&
Knowledge
Professor’s"Technology*Training
Teaching)for)Excellence!
Students’ Satisfaction*
and$Learning
Professor’s"Reflection*
and$Introspection
Teaching)for)Diversity)
Awareness!and!Understanding
Faculty(Professional+Growth'(Tenure&and&Promotion)
Faculty(Satisfaction
Professor’s"Continuance*and*Preservation+of+Old!Teaching)Practices)
Practices
Professor’s"Development*and*Application*of*New!Teaching)Practices)for)
Diversity
Is#there#a#need#for$Teaching$for$Diversity?
!
Model!of!Faculty!Development!in!Higher!Education!for!Diversity!!
©!Pagan,!L.,!2015!
(Pagan, 2004; Pagan 2015)
Multicultural self-reflection and introspection fundamental questions
!
Awareness!and!Affective!Teaching!
!
How$do$I$teach?$
My!cultural!and!social!values!
!
Who$am$I$?$$
Transpose!teacher’s!worldviews,!values!and!behavior!into!
teaching!!
Why$do$I$teach?$
!
!Who!am!I!?!
How!do!I!teach?!
!Why!do!I!teach?!
©Pagan, 2015
(Hidalgo, 1993)
Visual Representation of Intercultural Sensitivity Stages of Personal Growth
UCLA Chancellor Gene Block was a strong proponent of such diversity classes, saying they would help prepare students to live and work in a mul$-‐cultural society Gordon, L. , October 31, 2014, Los Angeles Times
Faculty members at the college, which enrolls about 85 percent of UCLA’s undergraduates, approved the requirement by a vote of 332 to 303, with 24 blank ballots. It will affect incoming freshmen in the fall of 2015 and transfer students in 2017.
DeSan$s, N. , The Chronicle of Higher Educa$on, November 3, 2014
UCLA Faculty Members Approve Diversity-‐Course Requirement
Harvard U. Shows Progress in Diversifying Its Faculty
UCLA faculty approves diversity class requirement
The number of female and minority professors at Harvard University is at all-‐$me high, according to the 2009 annual report of the ins$tu$on’s Office of Faculty Development and Diversity.
Williams June, A. , November 12, 2009, The Chronicle of Higher Educa$on
Report shows slow but steady increase in faculty diversity
The number of racial or ethnic minori$es who are members of Penn’s standing faculty increased by 2.2 percent from 2009 to 2012, with some schools lagging behind, according to Tuesday’s report on minority equity, published in the Penn Almanac.
Zweifler, S., December 10, 2013, The Daily Pennsylvanian
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Teaching Practices and Strategies for Diverse Students in Online and Web-based Learning Environments
Online Assessments are
LEARNING ASSESSMENT
ACTIVITIES
ü Plan – Dra< ü Outline ü Create ü Construct ü Write ü Rewrite ü Review
Descriptive
Persuasive
Expository
Narrative
The following illustra$on describes Kaplan’s research conclusions a<er analyzed hundreds of expository composi$ons wri;en in English by foreign students whose first languages included Arabic, Chinese, Korean, and Spanish to evaluate how their paragraphs were organized. ( Kaplan, 1988 ; Gadda, 1994, p.44) Gadda (1994) also studied “contras$ve rhetoric” to examine the wri$ngs in English from individuals schooled in other countries. (Gadda, 1994, p.44)
! English!!!!
Semitic!!!!
Oriental!!!!
(Kaplan,!1966,!p.15;!Gadda,!1994,!p.44)!
Romance!!!!
Russian!!!!
(NCES, 2011, p.19)
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About The Future: MOOCs, International Alliances, and Virtual Universities
The Future…
MOOCs?
Interna$onal Alliances?
Virtual Universi$es?
Online Enrollments Grow
Again, Though Many Colleg
es Are
Undecided on MOOCs.
(The
Chronicle of Higher
educa$on, 2014)
Students Rush to Web Classes, but Profits May be Much Later. (Lewin, T. , The New York Times, 2013)
Professors Know About High-‐Tech Teaching Methods, but Few Use Them.
(Fabris, C. , February 11, 2015)
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List of References*
• Available at request [email protected]
* A list of references will be provided at the conference site.
APRIL 28-30 | ORLANDO, FL & ONLINE
School of Management and Entrepreneurship Graduate Program Polytechnic University of Puerto Rico P. O. Box 192017 San Juan, PR 00919-2079 [email protected]
Dr. Leticia Pagan, Ph.D.
Ques$ons ?
APRIL 28-30 | ORLANDO, FL & ONLINE
Thank You !!
Le$cia Pagan, PhD
