Effecting Programmatic Change with educational technologies
One opportunity that the use of educational technologies affords individual faculty members, departments, and colleges is the capacity to effect change at a curricular or programmatic level. At the next TEL seminar, the moderator and panelists below will discuss how this use offers them a scalable channel for sharing content and learning activities; improving quality; and facilitating the development of more effective learning experiences across the curriculum.
Seminar
Wednesday, October 5, 2005
12:00 p.m.-1:30 p.m.
402 Walter Library
East Bank, Twin Cities campus
If you missed the seminar, you can view a UMConnect Meeting recording of the session.
Moderator:
Christine Greenhow
DMC, Twin Cities campus
Panelists:
Byungik Kahng, Mathematics Discipline, Division of Science and Mathematics, Morris campus
Mary Jo Kreitzer and Sheila Hoover, Center for Spirituality and Healing, Academic Health Center, Twin Cities campus
Gillian Roehrig, Leslie Flynn, and Bhaskar Upadhyay, Department of Curriculum and Instruction, College of Education and Human Development, Twin Cities campus
Ann Werner, Department of Educational Policy and Administration, College of Education and Human Development, Twin Cities campus
All the panelists are currently working on curricular or programmatic projects (see below) and will offer their insights into topics such as:
- the costs and benefits (pedagogic, funding, time) of using technology to facilitate programmatic change;
- roles and responsibilities (e.g., faculty leadership and buy-in; collegiate and departmental support and encouragement; training, technical, and development support; technological infrastructure);
- planning, designing, implementing, and evaluating changes and responding to experience;
- intellectual property, promotion, tenure, accessibility, learning styles, quality assurance issues, etc.; and
- target products (e.g., templates; shareable objects, tools, and resources; common course experiences and foundational knowledge).
For information about the other fall seminars, see the fall 2005 schedule.
Campus Projects
The panelists are working on the following 2005 TEL Grant Program projects that have curricular or programmatic impact:
Kahng, Byungik. "Computer Assisted Calculus Education Project" 2005 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2005. http://dmc.umn.edu/grants/2005/kahng.pdf.
Kreitzer, Mary Jo, and Sheila Hoover. "The Interactive Scenario Builder (ISB): A Tool to Simulate Interpersonal Interactions" 2005 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2005. http://dmc.umn.edu/grants/2005/kreitzer.pdf.
Paige, R. Michael, and Ann Werner."Layered Learning Modules: Individualizing Learning Through the Use of Technologically Delivered and Enhanced Instruction" 2005 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2005. http://dmc.umn.edu/grants/2005/paige.pdf.
Roehrig, Gillian, Leslie Flynn Gehlsen, and Bhaskar Upadhyay. "Integrating Technology into the K-12 Science Initial Licensure Program" 2005 Technology-Enhanced Learning Grant Program proposal. Minneapolis: University of Minnesota, 2005. http://dmc.umn.edu/grants/2005/roehrig.pdf.
Bibliography
The following resources may help you prepare for the TEL seminar.
Burbank, Patricia M., Norma J. Owens, John Stoukides, and E. Belle Evans. "Developing an Interdisciplinary Geriatric Curriculum: The Perils and Payoffs of Collaboration." Educational Gerontology 28 (2002): 451-472.
This article explores the development of an interdisciplinary curriculum by an inter-institutional faculty team. The authors describe the structure and implementation of the project, including the development process, curriculum evaluation methods and issues, and the challenges of implementing a team-based approach. The article concludes with recommendations for leaders in similar contexts who are trying to design programs and promote programmatic change.
Dede, Chris, James P. Honan, and Laurence C. Peters, eds. Scaling Up Success: Lessons from Technology-based Educational Improvement. San Francisco, CA: Jossey-Bass Publishers, 2005.
This book is a collection of essays by educators, educational researchers, and administrators about different models for "scaling up" educational innovations with technology. Chapters are organized around issues in managing systemic change, including moving from local practice to large-scale policy, scaling up constructivist pedagogies, adapting innovations to particular contexts, scaling up professional development, and using data to aid evaluation and improvement. The authors address these key themes: coping with change, constituent support, building human capacity, and effective decision making. They also include illustrative examples of best practices based on case studies of real-life technology-based educational innovations.
Finley, Laura, and David Hartman. "Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration." Journal of Technology and Teacher Education 12, no. 3 (2004): 319-337.
Based on a qualitative case study of "change agents" at a large midwestern university, the authors discuss three barriers to the integration of technology at the program level: a lack of vision for technology use; the need for new professional skills and knowledge; and an isolationist departmental culture. They include recommendations about how technology can be integrated into teacher preparatory curricula.
Mereba, Tamarat. "Managing Transformation: Aligning Technology Initiatives with Institutional Priorities." TechTrends 47, no. 3 (2003): 42-44.
This brief article advocates for a paradigm shift in faculty and student roles and in the process for planning technology integration at the departmental and institutional level. The author provokes thinking about the kinds of demands a "twenty-first-century" learning environment may place on faculty members, students, and administrators.
Owen, Polly S. and Ada Demb. "Change Dynamics and Leadership in Technology Implementation." The Journal of Higher Education 75, no. 6 (2004): 636-666.
This article provides a selective overview of the leadership and change literature. The authors examine how learner-centered educational practices and the use of technology were integrated and implemented at a community college. They discuss six leadership strategies that guided and supported the process: understanding fundamentals, forging strategies, identifying champions, supporting innovation, communicating vision, and celebrating success. They also discuss six themes related to ways in which administrators, students, and support personnel perceived the process: turbulence, tension, planning, implementing, barriers, and culture.
