ripple effect: faculty redesign through course redesign

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The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.

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Page 1: Ripple Effect: Faculty Redesign Through Course Redesign
Page 2: Ripple Effect: Faculty Redesign Through Course Redesign

Presentation available at

http://www.slideshare.net/ronko4

Page 3: Ripple Effect: Faculty Redesign Through Course Redesign

New technologies rise and fall so quickly that it is increasingly difficult to keep faculty updated on tools that make a difference in the classroom.

Jim Rapoza - http://etech.eweek.com

Page 4: Ripple Effect: Faculty Redesign Through Course Redesign

How do we encourage faculty to try new technologies in the classroom?

Page 5: Ripple Effect: Faculty Redesign Through Course Redesign
Page 6: Ripple Effect: Faculty Redesign Through Course Redesign

The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive.

2007-2012

Page 7: Ripple Effect: Faculty Redesign Through Course Redesign

An embedded component of the project is the use of technology by the faculty and students participating in the WI courses.

Page 8: Ripple Effect: Faculty Redesign Through Course Redesign

A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.

Page 9: Ripple Effect: Faculty Redesign Through Course Redesign

Formal faculty development in…collaboratively creating digital content

that is shared with other instructorsonline assessmentslecture capture (Echo360)streaming mediae-portfoliose-tutoringonline schedulingpromoting the use of the college portal

(CampusCruiser) and LMS (Blackboard)These courses are online, blended, and face-to-

face on three campuses.

Page 10: Ripple Effect: Faculty Redesign Through Course Redesign

A Taxonomy – ordered classification

Technology infusion from the perspective of learner cognition.

Scaffolding increasingly higher level thinking and integration skills

http://www.edtechinnovators.com

Page 11: Ripple Effect: Faculty Redesign Through Course Redesign

from top to bottom

increasingly higher level thinking and integration skills

resulting in increased expectation of independence

Designed for students.

Being used for faculty.

Page 12: Ripple Effect: Faculty Redesign Through Course Redesign

Choosing The Tools

Page 13: Ripple Effect: Faculty Redesign Through Course Redesign

What ISIS Emerging Technology?

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http://pccc.libguides.com

Page 16: Ripple Effect: Faculty Redesign Through Course Redesign

LibGuidesGuide Index

There are 154 guides in the system: 5 private, 73 published, and 76 unpublished guides.

Of the 78 active Guides, 8 were developed for WI courses currently launched…

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Observe Incorporate Produce Explore Collaborate Apply Create

Demonstrations of the technology at workshops, faculty institutes, Dean’s Tea, best practices, department meetings…

Page 18: Ripple Effect: Faculty Redesign Through Course Redesign

Observe Incorporate Produce Explore Collaborate Apply Create

Incorporating a tool – passive use of technology in a Web 1.0 way.

Using media, LibGuides, assigning the use of eTutoring…

Page 19: Ripple Effect: Faculty Redesign Through Course Redesign

Observe Incorporate Produce Explore Collaborate Apply Create

Production - going 2.0

Making your own content After first faculty institute

Page 20: Ripple Effect: Faculty Redesign Through Course Redesign

Observe Incorporate Produce Explore Collaborate Apply Create

Exploring new technology on their own.

Photography blogs as critical thinking.

Page 21: Ripple Effect: Faculty Redesign Through Course Redesign

Observe Incorporate Produce Explore Collaborate Apply Create

Collaborating with students, librarians and our mentors.

Handing off WI courses to instructors for additional sections. “Open sourcing” the content

Page 22: Ripple Effect: Faculty Redesign Through Course Redesign

Observe Incorporate Produce Explore Collaborate Apply Create

Combining and integrating technologies.

Mashups Video produced embedded in

LibGuides Portfolios as CMS; faculty portfolios

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Observe Incorporate Produce Explore Collaborate Apply Create

Using the technology to produce new and different content or results.

Media as anthology Guides used for non-class purposes

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Bloom’s TaxonomyA Digital Bloom’s Taxonomy

http://www.serendipity35.net/index.php?/archives/1709-A-Digital-Bloom.html

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As with any learning taxonomy… Higher levels do not occur without the “lower”

levels being used first. Lower levels are not a negative label. It is best when progress is made to higher

levels because of self-identified needs. Students can be powerful drivers for faculty

adoption. Participants need to explore on their own,

abandon what does not work for them, try things that do not work for others.

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[email protected]://www.slideshare.net/ronko4

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