Lost in Translation: Where do we go from here?
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This presentation describes the shifts in practice, expectations of students and the post-education workplace, trends in learning technologies, and implications for strategic planning.
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Lost in Translation: Where do we go from here?
- 1. Lost in Where do we go from here? Patricia McGee
- 3. What were you doing 10 years ago? Going to school? Teaching? Administrating?
- 4. earners
- 5. earners
- 6. The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. * Spellings Report
- 7. Informal and “non-traditional” A part of ubiquitous networks Not so enamored of technology but believe tech skills may be an advantage (younger over older) learners are…
- 8. Digital natives? 70% never used a PDA APX 50% never edited video or webpage using WYSWYG APX 50% never sent a picture via phone 75% never email via phone 68% never use phone internet Most do not blog, wiki, have a web site, etc.
- 9. I don’t want anyone to see me online!! I want to separate school, work, and personal (family and social)… I don’t care who sees what?
- 10. Faculty?
- 11. nstructors
- 12. nstructors
- 13. s H i f T s H I F t
- 15. nvironments & tools LSU Alexandria Not just in class Not just via the Internet Not just on a computer
- 16. Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces. Spellings Report
- 17. More jobs - lifelong learning Unknown jobs - obsolete degrees/courses Investment in innovation dropping Virtual space > real space More information - less knowledge
- 18. challenges & choices What technologies make life easier, better, more satisfying ? retention What strategies can capture success ful applications ? assessment What technologies can document success against standards? accountability What technologies increases/sustains access ? access
- 19. Solutions Social networks Ubiquitous access, even after graduation retention Recorded interactions and feedback loops Data warehousing and analysis assessment Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections accountability Multiple communication modes Multiple content formats Just-in-time information and supports access
- 20. retention resources trumped all other factors [in retention]… schools with money were able to secure additional resources as necessary, could implement almost any strategy they wanted to, and, perhaps more importantly in the retention debate, were able to attract more qualified and competitive students - students that were almost surely going to graduate from college, even if they were from low-income backgrounds. Lumina Foundation for Education (2002)
- 22. generations Sara McNeil, 2005
- 23. Veterans or Traditionalists Retiring from the work force 63-84 years old Sara McNeil, 2005 1922-1943 generations
- 24. Veterans or Traditionalists Baby Boomers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Sara McNeil, 2005 1922-1943 1944-1960 generations
- 25. Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 generations
- 26. Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old In K-20 education system 6-25 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 1981-2000 generations
- 27. 2001 - present homeland
- 29. Undergraduate vs. graduate Student ownership of technology Gender/culture/ disciplinary differences Multiple formats Just-in-time, low investment information and supports Life-school-work integration Affordable education Pressing trends
- 30. Managing Courses, Defining Learning: What Faculty, Students, and Administrators Want Ali Jafari, Patricia A. McGee, Colleen Carmean
- 33. MY channel(s) Connected Mobility Portability Individualized Reusable Open deep personalization
- 37. One size does not fit all!
- 39. participatory pedagogy Social networking Learner contributions Learner constructions Learner instructions Shared & Open Knowledge
- 41. open entry open exit Flexible time Multiple ways to complete assignments Controlled assessment Typically no required attendance Variable credit “ Correspondence” model Schoolcraft College
- 42. modularized curricula Self-paced Learning Agents/Objects Credit re-defined Customizable New authorities
- 44. Change occurs more readily when it is embedded in Beliefs • Values • Traditions Drew Gilpin Faust, President of Harvard
Notas do Editor
- This session describes the shifts in practice, expectations of students and the post-education workplace, trends in learning technologies, and implications for strategic planning.
- Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K. (2008). First year students' experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24 (1), 108-122. http://www.ascilite.org.au/ajet/ajet24/kennedy.html
- Faculty may often feel like a fish out of water when confronted with the range and different learners and technologies
- Four minutes What does it mean? That we must think about change in a different way - what works today has be re-evaluated now, flexibility must be designed into our services.
- Cisco to Launch Mediterranean Youth Technology Club (MYTecC) and the Digital Cities Project Aimed at Long Term Economic “ MYTecC project, an education initiative aimed at giving ninth and tenth grade pupils from the Mediterranean region the skills needed for them to become future business and social leaders. Cisco also today announced a $2 million investment to support The Digital Cities project, which includes more than 20 different projects aimed at improving relations between Israeli Jews and Arabs in the cities of Nazareth and Nazareth Illit, whilst promoting economic development and social change in healthcare, tourism, education and civil services primarily through the use of Internet technologies and education. The two Nazareth's are situated on either side of the Israeli and West Bank border. Through technology and Web 2.0, young people will communicate with one another, share ideas and create a dialog whilst learning the English language, IT and leadership skills, tooling them to become responsible leaders of the future.”http://www.reuters.com/article/pressRelease/idUS145095+29-Jan-2008+MW20080129 Software industry unveils its 'Vision for K-20’: SIIA aims to help education achieve deeper, more effective learning Vision for K-20 Education outlines seven goals for using educational technology--help schools meet the needs of all students, support accountability and inform instruction, deepen learning and motivate students, facilitate communication and collaboration, manage education effectively and economically, enable students to learn from any place at any time, and nurture creativity and self-expression. The program also provides five benchmarks schools and colleges can use to measure their yearly progress toward meeting these goals. http://www.eschoolnews.com/news/top-news/news-by-subject/higher-education/?i=53055
- ACCESSS The learning environment is changing. Students study where they want and when they can. They SMS each other, use email, and get online in the middle of the night and look for pre-written papers and faculty ratings. Thus the idea that learning is contained in a classroom is not really reality, and becoming less so. How can we use technology to broaden our notion of the learning environment without being everywhere all of the time?
- 1970 Toffler said future shock is "too much change in too short a period of time” a year before we gave up the gold standard. 2007 Beck and Wade tell us how to make the most of the change we can hardly recognize.
- Values respect, loyalty and tradition; appreciates order and a job well done and was prepared to have one job in their worklife. Radio and mass transportation were the technologies most influencing this generation.
- Influenced by rapid and relatively stable economic growth that resulted in a sense of optimism. The cold war, feminism, youth activism was accompanied by increasing divorce rates. BBs want to be recognized for their work and believe you can get ahead through education and hard work. LIVE TO WORK. TV and portable radios were major influence - computers were just being introduced.
- First generation to be immersed in technology - have not lived without MTV, CNN, TV; impact of AIDs, economic and political scandals, environmental disasters (Valdeez); Impact of high divorce rate - latch-key kids; skeptical about the value of education, government, industry. WORK TO LIVE. Expect to have many jobs and look for developing skills that will afford them portability.
- Impact of school as a not so safe place, 9-11, media and technology culture, multiculturalism; Value immediacy, structure, fair play, diversity; prefer group activities, self-confident, optimistic; cannot imagine NOT having many career paths; multi-taskers that see themselves at the forefront of change
- American College of Education partners exclusively with public school districts and educational organizations to offer high-quality degree programs at a fraction of the cost of traditional universities. Tuition is structured to give our students the best value and flexibility. American College of Education is making every attempt to remove the financial barriers that prohibits access to higher education by offering affordable degree programs and providing financing options. The full tuition cost for an advanced degree for employees of a partner district is $4,900 plus a one-time, non-refundable $50 application fee. http://www.ace.edu/prospective_tuition.asp With College Affordability an Issue, United States Falls Behind in Degree Attainment http://www.universitybusiness.com/newssummary.aspx?news_date=2008-02-04&news_id=15243#top
- Future Forces - Higher Level Coursework http://video.google.com/videoplay?docid=293879261341870571&q=higher+education+future&total=197&start=10&num=10&so=0&type=search&plindex=0
- Scribd- Data Portability
- Distributed Engagement. This approach allows the learner to complete instructional modules at his or her own pace, in various learning environments and with various supports. Usable for both face-to-face and online environments, the intent is to allow students to progress through material in the way and speed that is most appropriate for the individual. This approach is often structured in a modular format and has success with under prepared students. Web Enhanced Course. Classroom courses that include between class meeting activities using learning systems or other Information Communications Technology. Blended/Hybrid. Classroom courses that include between class meeting activities use learning systems or other Information Communications Technology. Typically meet 30-50% of course duration. 100% Online Cours e. All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.
- Students must understand. Services must be available in multiple formats through multiple systems
- Courses on Facebook Scivee -SciVee invites scientists to make their research known by combining their published scientific article with a corresponding video into an online presentation called a “SciVee pubcast.” The community can then freely view your presentation and engage in virtual discussions with you and other SciVee members about your research directly through commentary, community discussions and blogging features. SciVee also encourages everyone interested in science to create a free membership and join existing scientific communities or create their own new community around specific scientific interests where discussions and events can be organized, shared and documented.
- These tools illustrate how students can interact and construct outside of campus resources in ways that support lifelong learning. DSH is not a physically centralized system. Instead, DSH is designed to work as a decentralized network of hubs and spokes. Each hub is a center of education excellence and the hubs themselves "talk" to each other. The spokes are typically the poor rural and urban slum schools that need help the most, schools that lack good teachers, good content, and other resources. Each hub works on content production (typically in a local language), content dissemination in its neighborhood, teacher training, monitoring, and evaluation, and interacting and sharing with other hubs.
- Publishers are trying to re-conceive the industry, each is watching its competitor -they have the content but no process. They can lead the way in this area.
- The services provided by the university instill values, beliefs in traditions - to continue to offer education that meets the needs of society and the learner, we all must work together to continuously re-evaluate what we are doing and how we are doing it.