from conceptualization to actualization: a learning technology case study
DESCRIPTION
A 2010 presentation given by Gail Matthews-DeNatale to Harvard Law School Library's Teaching Learning and Curriculum group.TRANSCRIPT
From ConceptualizationTo Actualization
A Learning Technology Case Study
Gail Matthews-DeNatale, Ph.D.
Presentation Overview
• Learning Technology Process Cycle• Case Study Example• Final Thoughts
Learning Technology Process Cycle
• Listen and Ask Questions• Identify Patterns, Strategize• Research Options• Pilot, Assess, and Refine• Scale and Disseminate as Appropriate
Digital Storytelling Initiative
What: Use of digital media and the Internet for narrative purposes
Why: Versatile to address a range of pedagogical goals
How: Pre-existing national experts and models for professional development
Example: Professional School
Sylvia Maxfield
Graduate School of
Management
Corporate Social
Responsibility
Preparation
• Instructional Design Consultation– Plan of Work– Rubric– Learning Sequence, Timeline
• Systems– Expectations: Faculty/Staff Agreements– Support Infrastructure– Plan for Project Assessment
Digital Cases: Sample Topics
South American Cut Flower Industry
Cruise Ship Industry
Follow-up Assessment
Debrief on• the experience (students)• learning outcomes (faculty)• infrastructure and process (staff)
What worked?What surprised you?What could be improved?
Student Perspective
“Never before have I been so into doing a final project – I found myself putting other things aside so I could work on it.”
“The feeling of accomplishment is much greater ... It was such a different kind of assignment.”
Faculty Perspective
What worked• Screenings: discussion and debate
Surprises• Support, feedback, iterations were needed
Improvements• Interactivity, simplicity of Web 2.0
Staff Perspective
What worked•Infrastructure of support
Surprises•Students using own equipment
Improvements•VoiceThread
Dissemination
• Simmons Faculty Showcase• Harvard Business School
Brain Gain• Aspen Institute
CasePlace.org
Importance of Multiple Strategies
• Take the Pulse, Identify Patterns, Strategize– Formal needs assessment, informal conversations,
consultations, staff networking
• Plant Seeds– Professional development through lunches,
workshops, posters, newsletters
• Pilot and Refine– Elicit feedback from faculty, students, and staff
• Disseminate Results, Scale as Appropriate– Internal and external venues
Final Thoughts
Importance of • Responsiveness to constituent needs• Consideration of infrastructure implications• Broad collaboration and coordination• Planning and flexibility• Embedded assessment and refinement