Technology Integration for Higher Education · • Discover the third domain of teacher knowledge: technological knowledge. • Follow the six steps for technology integration for

Technology Integration for Higher Education Dr. Jennifer B. King ABHE | February 22, 2018

IN THIS SESSION… Participants will •  Discover the third domain of teacher knowledge:

technological knowledge. •  Follow the six steps for technology integration

for higher education. •  Identify the TEN COMMON TECH TOOLS for higher

education. •  Apply the TEN COMMON TECH TOOLS to Office 365

and Google.

THE TEN COMMON TECH TOOLS FOR HIGHER

EDUCATION

SESSION 1:

ENGAGE • EDUCATE • EQUIP • EMPOWER

(8:30AM – 9:30AM)

TPACK MODEL Mishra, P. & Koehler, M. J. (2006)

TPACK: THREE DOMAINS OF TEACHER KNOWLEDGE

Mishra, P. & Koehler, M. J. (2006)

CONTENT

a subject matter expert (say a mathematician)

KING, J. (2014)

CONTENT

PEDAGOGICAL a pedagogical expert

(an experienced teacher)

TPACK: THREE DOMAINS OF TEACHER KNOWLEDGE

KING, J. (2014)

TECHNOLOGICAL

CONTENT

PEDAGOGICAL

a technology expert (like a computer programmer)

THE THIRD DOMAIN: TECHNOLOGICAL KNOWLEDGE

TECHNOLOGICAL

THE THIRD DOMAIN: TECHNOLOGICAL KNOWLEDGE

“We cannot avoid collision with technology in learning and teaching.

KING: TWO ADDITIONAL DOMAINS OF TEACHER KNOWLEDGE

KING, J. (2014)

TECHNOLOGICAL

CONTENT

PEDAGOGICAL

ASSESSMENT

a teacher’s ability to obtain information that is used for making decisions about students, curriculum, programs, schools, and classrooms.

KING: TWO ADDITIONAL DOMAINS OF TEACHER KNOWLEDGE

KING, J. (2014)

TECHNOLOGICAL

CONTENT

PEDAGOGICAL

ASSESSMENT

REFLECTION

a greater sense of self-awareness about the nature and impact of one’s performance as a teacher

Content

Pedagogy Technology Grade

Assignments Key

Assessments Reflection

1

2 3 4 5 6

Write Course Objectives

Align Activities,

Assignments &Assessments

to Course Objectives

Select Tech Tools to use or integrate

with the LMS

Grade Activities,

Assignments&Assessments

for Student Feedback

Create Key Assessments

to Assess Outcomes

Use Data to Determine

Effectiveness

Five Domains of Teacher Knowledge Six Steps for Higher Education

© Dr. Jennifer B. King | Jen B Kings Consulting LLC 11

Dr. Umberto Gonzalez – Psychology Professor


Dr. Gonzalez… Step 1: Refers to program-level outcomes to write course-level objectives for his course. Step 2: Aligns course activities, assignments and assessments with course-level objectives. Step 3: Selects tech tools to use or integrate with the LMS Step 4: Grades activities, assignments and assessments and provides proactive feedback to students. Step 5: Creates key assessments to assess institutional and/or program-level outcomes. Step 6: Uses data to make decisions about his course, program, or institution.

Dr. Umberto Gonzalez

Students who complete the Psychology major demonstrate competency in: 1.  Application of knowledge with critical thinking skills: Students should be able

to use critical thinking to evaluate and interpret evidence, and to apply psychological concepts, theories, and research findings to individual, social, and cultural issues.

2.  Application of research methods with values and integrity: Students should be able to apply basic research methods in psychology, with sensitivity to ethical principles.

3.  Communication skills: Students should be able to demonstrate effective communication skills following professional conventions in psychology appropriate to purpose and context.

4.  Awareness of sociocultural diversity and societal inequality: Students should be able to understand the complexity of sociocultural diversity and societal inequality in the inquiry and analysis of psychological issues.

Psychology Program Learning Outcomes

Begin With Outcomes…

Bloom’s Taxonomy of Cognitive Development

14

1956 2001 Skill Level Knowledge Remembering

Low-Order Thinking Skills

(LOTS) Comprehension Understanding

Application Applying

Analysis Analyzing Higher-Order Thinking Skills

(HOTS) Synthesis Evaluating

Evaluation Creating

© Dr. Jennifer B. King | Jen B Kings Consulting LLC


1956 2001 2008 Skill Level

Knowledge Remembering STATE Low-Order

Thinking Skills (LOTS)

Comprehension Understanding EXPLAIN

Application Applying USE

Analysis Analyzing EXAMINE Higher-Order Thinking Skills

(HOTS) Synthesis Evaluating JUDGE

Evaluation Creating CREATE 15

Bloom’s Taxonomy of Cognitive Development

Use Bloom to write course-level objectives…

(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 16

Content

1

Write Course-Level

Objectives

Begin with…Program-Level Outcomes Application of knowledge with critical thinking skills: Students should be able to use critical thinking to evaluate and interpret evidence, and to apply psychological concepts, theories, and research findings to individual, social, and cultural issues.

Step 1: Write Course-Level Objectives


Levels Objectives

STATE the theoretical underpinnings of the major areas of psychology,.

EXPLAIN cognition, learning, personality, social and environmental influences, development, and physiology of behavior.

USE these major areas of Psychology in everyday life.

EXAMINE The different models of human behavior based on science vs. intuition, general ways of knowing.

JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research.

CREATE an original interpretation of psychological theory using empirical research methods.

17

“Triple A” Alignment…


Pedagogy

2

Align Activities, Assignments & Assessments to

Course Objectives

Objectives Activity Assignment Assessment

the theoretical underpinnings of the major areas of psychology,.

Lecture Forum Discussion

Research Paper

Mid-term Exam

cognition, learning, personality, social and environmental influences, development, and physiology of behavior.


Levels Objectives Activities & Assignments


Lecture


Forum Discussion


Lab EXAMINE The different models of human behavior based on science vs.

intuition, general ways of knowing.


Research


Project

19

Step 2: Course activities and assignments must align with course-level objectives

Here’s a “Parking Lot” of TEN COMMON TECH TOOLS…


Technology

3

Select Tech Tools to use or integrate with

the LMS

TEN COMMON TECH TOOLS

Hig

her-

Orde

r

Low

-Ord

er

There are TEN COMMON TECH TOOLS or ten broad categories in which all technology tools can be sorted according to low- and higher-order thinking skills.

TECHNOLOGICAL KNOWLEDGE

T E A C H I N G !

KING, J. (2014)

Four Dimensions of Technology


HARDWARE SOFTWARE/APPS SOCIAL MEDIA SYSTEMS


Hig

her-

Orde

r

Low

-Ord

er


T E A C H I N G !

KING, J. (2014)


Hig

her-

Orde

r

L

ow-O

rder

TECHNOLOGICAL

KNOWLEDGE

T E A C H I N G !

KING, J. (2014)

Step 3: Select tech tools or integrate with LMS


Levels Objectives Activities & Assignments Tech Tools


Lecture

Presentation


Forum Discussion

Communication

USE these major areas of Psychology in everyday life. Lab

Data Aggregation


Lab Visualization


Research Publication


Project Production

25

Grade Course Activities/Assignments


Grade Assignments

4

Grade Activities, Assignments

and Assessments for Student Feedback

GRADING RUBRIC

CRITERIA POOR/1 GOOD/2 GREAT/3 EXCELLENT/4

1

2

3

4

GRADES: A, B, C, D, F

Assess Key Assessments


ASSESSMENT RUBRIC

CRITERIA NOVICE/1 EMERGING/2 COMPETENT/3 EXCEPTIONAL/4

1 Exceeds Expectations




NOVICE = 1ST YEAR EMERGING = 2ND YEAR COMPETENT = 3RD YEAR EXCEPTIONAL = 4TH YEAR

Key Assessments

5

Create Key Assessments

to Assess Outcomes

Steps 4&5: Grading and Assessing

Levels Objectives Activities & Assignments Tech Tools

Assessment Grading Assessing

STATE the theoretical underpinnings of the major areas of psychology.

Lecture Presentation


Forum Discussion Communication

USE these major areas of Psychology in everyday life. Lab Data Aggregation


Lab Visualization

JUDGE The different models of human behavior based on science vs. intuition, general ways of knowing.

Research Publication Rubric Rubric


Project Production Rubric Rubric

28 © Dr. Jennifer B. King | Jen B Kings Consulting LLC

Data-based decision-making about…


Reflection

6

Use Data to Determine

Effectiveness

Institution

Programs

Courses

Student Learning


Levels Reflection STATE Aggregate data by student, instructor, program or course.

What are we measuring?

EXPLAIN Aggregate data by student, instructor, program or course. Can we explain what we are measuring?

USE Disaggregate data to make inferences about student, instructor, program or course. Can we use the data to make decisions?

EXAMINE The inferences made from the data in order to compare/contrast student, instructor, program or course. Can our inferences transfer to other people or processes?

JUDGE The inferences made from the data to identify strengths and weaknesses of student, instructor, program or course. Can we use the data to make improvements?

CREATE Plans to continuously monitor instruction and learning. Can we determine the next steps for improvement?

Step 6: Reflect on Instruction, Learning

© 2018 Dr. Jennifer B. King | Jen B. King's Consulting LLC 31

Q & A

THE LEARNING MANAGEMENT SYSTEM

AND HIGHER EDUCATION

SESSION 2:

ENGAGE • EDUCATE • EQUIP • EMPOWER

(10:30AM – 11:30AM)

IN THIS SESSION… Participants will •  Use the 5-Point checklist to select the best LMS for

your institution •  Identify the four major obstacles to LMS use at your

institution. •  Follow the six steps for technology integration to

integrate the TEN COMMON TECH TOOLS with your LMS.

•  Discover how one instructor maximized technology tools and their LMS for online learning.

UNLEASH THE TECHNOLOGICAL KNOWLEDGE OF FACULTY BY CHOOSING THE BEST LEARNING

MANAGEMENT SYSTEM


T E A C H I N G !

KING, J. (2014)

CHOOSING THE RIGHT LMS

01

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4&&.$0560(30-*0$73,1$%&'($89:;$,10-$,13-<$,73*0$)=&',$%&'($

89:>?$

LEARNING EXPERIENCE: Can the LMS deliver a learning experience that suits your students, your faculty and their pedagogical preferences, and institutional goals?

02

THIRD-PARTY INTEGRATION: How easily can the LMS integrate third-party tools, like polling tools, YouTube, Prezi, Quizlet and others?

03

CUSTOMIZATION: Can the LMS be customized to meet

your institution’s needs?

YOUR 5-POINT LMS CHECKLIST YOUR 5-POINT LMS

YOUR 5-POINT LMS CHECKLIST YOUR 5-POINT LMS

05

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TECHNICAL SUPPORT: Look for an LMS provider that can provide you with ample 24/7 technical support.

COLLABORATION: How easily can your students and faculty work together

in the LMS environment? 04

01

02

03

04

05

06

02

03

04

06

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OBSTACLE #1: LEADERSHIP

INFORMATION TECH IT DIRECTOR

Not this guy!

INSTRUCTIONAL TECH iT DIRECTOR

….but this guy!

OBSTACLE #2: TRAINING AND TECH SUPPORT

Pedagogical profiles Moving online Peer coaching Student tech buddies

Lecturer

Collaborator

Innovator

PEDAGOGICAL PROFILING

Used a modified Grasha-Reichmann Teaching Styles Inventory

THE EIGHT PACK AVOID PROVIDING THE RIGHT TRAINING, BUT WRONG APPROACH

Eight Pack Faculty Adjuncts Students 60-90 Minute F2F Hands-on Training F 60-Minute “Brown Bag” Lunch F Peer Coaching F Webinar F A On-the-Spot DEMOS F A S Embedded Training A S Video Tutorial A S Help Docs A S

Be intentional about identifying adjuncts who are often “out of the loop.”

PROFILE TRAINING PREFERENCES

Lecturer = Daytime F2F

Collaborator = Bag Lunch

Innovator = Anytime Webinar

Collaborator

MOVING ONLINE…

Lecturer

Face-to-face activities can occur in online environment!

Online Environment

PEER COACHING WORKS! FIVE I-STATEMENTS

Lecturer Collaborator

Innovator

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Great solution for PD if institution lacks training staff!

WORKING WITH THE CHALLENGING PROFILE

Lecturer

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"C@DNEH@DI$:H&*(5$'(1&(I,3+.F(2+,3(,"53'&#&0?@;(

With a lot of TLC, they will usually come around!

RECRUIT STUDENTS AS TECH BUDDIES

Work Study Students Our students are underutilized on our campus!

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OBSTACLE #4: LAY DOWN THE LMS LAW!

Learning Management System

4 SEMESTERS AWAY FROM MINIMUM LMS USE

S1$$$$

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S2

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S4

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Levels Objectives Activities & Assignments Tech Tools PSY102


Lecture Forum Discussion

Presentation Communication EXPLAIN



Lab

Data Aggregation


Visualization

JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research. Research Publication

CREATE an original interpretation of psychological theory using empirical research methods. Project Production

Communication

Follow the six steps to tech integration… 1 2 3

Discover how one instructor maximized tech tools…

3

Go to:

ASSESSMENT

Objectives Grading Assessing the theoretical underpinnings of the major areas of psychology,.


these major areas of Psychology in everyday life.

The different models of human behavior based on science vs. intuition, general ways of knowing.

ways of pursuing questions in Psychology via discussion of theory and empirical research.

Research Research

an original interpretation of psychological theory using empirical research methods.

Project Project

Assessing

Grade and assess the student…

4 45


Advanced Proficient Basic In-Progress

CRITERIA 5 4 3 2 1 0

How well directions are followed

Directions are followed to the fullest extent.

All directions are followed.

Many directions were followed.

Some directions were followed.

Few directions were followed.

No directions were followed.

Neatness Completed artwork is exceptionally neat.

Completed artwork is neat.

Completed artwork is neat, with some aspects not neat.

Completed artwork is more messy than neat.

Artwork is incomplete and extremely messy.

Artwork is incomplete.

Work habits Stayed on task during the allotted time with superior focus.

Stayed focused during the allotted time without reminders to stay on task.

Worked for most of the allotted time, but needed a few reminders to stay on task.

Worked some of the allotted time and needed several reminders to stay on task.

Worked very little of the allotted time and did not heed the reminders to stay on task.

Did not work during the allotted time.

Expectations Exceeded expectations for his/her ability.

Fully met expectations for his/her ability level.

Met most expectations for his/her ability level.

Met some expectations for his/her ability level.

Met a few expectations for his/her ability level.

Has not met the expectations for his/her ability level.

Rubric for Grading

RESEARCH GRADE

(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC

GRADING RUBRIC

CRITERIA POOR/1 GOOD/2 GREAT/3 EXCELLENT/4

1 "

2 "

3 "

4 "

Desmond

16pts/Grade = A 16pts/Grade = A


Novice/1 Emerging/2 Competent/3 Target/4 Exceptional/5

Imaginative Expression

Work reflects an indiscriminate understanding of an idea.

Work shows a basic understanding of conventional concepts, imagery, and forms.

Composition demonstrates a personal interpretation of an idea characterized by conventional visual representations using traditional forms and design.

Visual expression exhibits an individual approach in the development of concept and context, imagery is mostly original in source and form.

Visual expression embodies a strong and uniquely individual conceptual and contextual development of visual imagery presented in original forms and design.

Purposeful Exploration

Work portrays a minimal use of formal and personal knowledge in expressing an idea.

Work shows basic awareness of how context, personal knowledge and experience, and available resources inform the creative process.

Composition demonstrates a relevance of context, personal knowledge and available resources in forming and communicating ideas.

Visual expression exhibits a conscious and thoughtful reflection on cultural contexts and an intentional use of personal knowledge and available resources to inform the creative process.

Visual expression represents thoroughly examined cultural contexts, personal knowledge and available resources to inform creative intent, the creative process and individual choices.

Formal Qualities

Work reflects a basic knowledge of design qualities.

Work shows conservative application of design elements and principles.

Composition demonstrates understanding and competency in use of design systems, principles and elements in support of a personal perspective.

Visual expression exhibits a purposeful and thoughtful application of design structures and the elements and principles of design in support of creative intent.

Visual expression represents an excellent command of appropriate design systems, elements, and principles which strengthens creative intent.

Technical and Media Skills

Work reflects a limited proficiency of media techniques and tools.

Work shows sufficient control of media, techniques, and tools.

Composition demonstrates a personal preference and competent use of media, techniques and tools in support of a personal perspective.

Visual expression exhibits a purposeful and thoughtful application of media, techniques and tools in support of creative intent.

Visual expression represents adventurous choices and excellent command of appropriate media, techniques, and tools which strengthens creative intent.

Rubric for Assessing Outcomes

OUTCOMES ASSESSMENT


ASSESSMENT RUBRIC

CRITERIA NOVICE/1 EMERGING/2 COMPETENT/3 EXCEPTIONAL/4

1 " Exceeds Expectations




Exceeds Expectations



Desmond is

a 1st year =

Novice

DATA-BASED DECISION-MAKING

Levels Reflection STATE Aggregate data by student, instructor, program or course.

What are we measuring? EXPLAIN Aggregate data by student, instructor, program or course. Can we explain what

we are measuring?

USE Disaggregate data to make inferences about student, instructor, program or course. Can we use the data to make decisions?

EXAMINE The inferences made from the data in order to compare/contrast student, instructor, program or course. Can our inferences transfer to other people or processes?

JUDGE The inferences made from the data to identify strengths and weaknesses of student, instructor, program or course. Can we use the data to make improvements?

CREATE Plans to continuously monitor instruction and learning. Can we determine the next steps for improvement?

6

DATA-BASED DECISION-MAKING


Desmond is

a 1st year =

Novice

Desmond

16pts/Grade = A

•! Informs Desmond about his learning

•! Informs Dr. Goncalvo about his course and teaching

•! Desmond demonstrates skills reflective (or not) of his level

•! Provides information about institution and program

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{

6


Q & A

CONTACT ME [email protected] (813) 545-0560

Documents

Technology Integration for Higher Education · • Discover the third domain of teacher knowledge: technological knowledge. • Follow the six steps for technology integration for