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Sloan-C ALN 2013 - Now I know my XYZs: Meeting the needs of today's untethered students
Transcript of Sloan-C ALN 2013 - Now I know my XYZs: Meeting the needs of today's untethered students
Meeting the needs of
today's untethered students
Kevin Kelly, EdD
Explore key changes that act as drivers for decisions
are mobile / untethered
are increasingly diverse
need support with teaching, technology, and adapting to changes like larger class sizes and increased responsibilities
need support with learning, technology, and creating a formal identity for academic and career bridging purposes
need to address increased demands for technology used for teaching/ learning, research, and community service
face decreased budgets, infrastructure challenges, and increased accountability
"In an increasingly diverse United States, demographers anticipate that by 2020, students of color will comprise 46 percent of the nation's total student population"
(Seurkamp, 2007, para. 2).
student perceptions of diversity
& study abroad students
nontraditional, working & re-entry
student information & identity management
enrollment & degree audit reporting
increased need for integration &
for flexibility &
community service learning students
different definitions of diversity
Goal: "Teach every student." - cast.org
Universal Design for Learning
Address differences related to learning preferences and learning needs.
Instructors often teach how they were taught or how they prefer to learn.
Most students have not learned how to learn.
Mobile learning, yes,
but mobile teaching?
what the adoption curve means show xtranormal
Why did Duke's first iPod initiative fall flat?
Students: Do all learners prefer audio format for content delivery?
Instructors: Did the campus encourage faculty to capture lectures or identify content nuggets to record?
Administrators: What infrastracture was in place for instructors to create audio files?
Learner analytics have value at all levels
individual student level: self-assessment (e.g., dashboard)
individual teacher and program level: formative evaluation, course and program improvement
institutional level: informed, needs-based decision-making (e.g., CFO: Why are we paying for 6 new smartboards?)
national level: EDUCAUSE Learning Initiative - Seeking Evidence of Impact
Is it possible and/or desirable to create large enrollment, self-paced courses with real-time feedback?
Web 3.0 Students
identify learning preferences
select learning objects and activities based on their own preferences as well as rankings from other students with similar learning preferences (Amazon model)
Increase in locally hosted, video-based content could strain infrastructure (storage, bandwidth), making online services like YouTube and open video content like Khan Academy more desireable
Some students would prefer digital textbooks, if only to make all their required readings accessible anytime/anywhere
Educational institutions seek more avenues for:
Dozens of technologies exist that
we could use for all three.
Untethered learners will need remote services.
It's not all about coursework. Low completion and retention rates in distance education environments may stem from lack of social integration.
Other issues to consider
Forging new types of technology partnerships across on-campus units,
with multiple campuses in a system, region, state, or affinity group
today's untethered students
... to new arrangements
To facilitate sharing and partnerships, companies can also provide context, an environment for collaboration, or support:
Eleutian (Ten Sleep, WY) partnered with the Wyoming Department of Workforce Services to develop professional development -- specialized training required of teachers before they work with students in South Korea and China
Eleutian partnered with other companies like Pearson for content, Skylake Incuvest and CDI Holdings in South Korea, and Idapted in China. As a result of these partherships, Eleutian employs over 500 K-12 and higher education instructors in Wyoming.
BYU Learning Outcomes:
For each class, the campus shows a description, syllabus, outcomes, and ratings (how well did instructor help you reach the learning outcomes).
The course and program outcomes are tied to exam questions in the LMS.
Assessment is rebranded as "continuous improvement."
- Jeffrey D. Keith, Assoc. Academic VP, BYU, AAC&U Conference, Jan. 2011
You may know this...
...but did you know this?
Baltimore, MD: Seeing increase in mobile devices, but not sure of value. Need to address disparity for those without mobile devices.
Seattle, WA: Infrastructure not ready yet. Looking for ways to bridge the gap by finding web apps that work with mobile devices.
Miami-Dade, FL: Preparing wireless infrastructure. Made mobile-friendly portal.
Los Angeles, CA: Want to deliver content to any device; rely on networks outside schools and focus on curriculum development
Nashville, TN: Used district funding to get devices (iPads) for some programs.
- The Impact of Mobile Devices on K12 Education (Nov 2010) http://vimeo.com/19932724
Trends are the new trend
Addressing increased emphasis on accountability
What else should we know about our students?
What CIOs of large K12 school districts are saying about mobile devices:
In 2010, 6.1 trillion SMS messages were sent, triple the amount from 2007.
That's almost 200,000 SMS/second.
-ITU World Telecommunication/ICT indicators database
At the end of 2010, 5.3 billion mobile cellular subscriptions worldwide.
Access to mobile networks available to 90% of world population (80% in rural areas)
-ITU World Telecommunication/ICT indicators database
What does untethered* really mean?
Using Echo360 personal capture
software, I can lecture from any
location...and I do!
Education for a Digital World 2.0
50+ authors, 26 peer reviewers, and 20 copyeditors from 13 countries
Training and support: Instructors cover the entire Diffusions of Innovations adoption curve, but we rarely hear from the teachers in the middle.
image src: User:Tungsten http://en.wikipedia.org/wiki/Diffusion_of_innovations
How can we focus on what we do well?
What are the pros/cons of outsourcing one or more of these areas?
What about outsourcing as a stopgap measure until we've built capacity to retake ownership?
Everything keeps changing
students must become intentional and integrated learners
faculty role is changing to an expert learner who creates learning environments and guides students through it
administrator roles are changing and emerging (e.g., Senior Academic Technology Officer)
Investigate and develop new methods to evaluate student learning:
In addition to outcomes-based systems and analytics, more programs and departments are using ePortfolios for student assessment and self-assessment
There is an increased focus on
distance and mobile learning
Trends to watch
We learn from what we see
from what we read
and from what we do
from what we hear
Kevin Kelly, EdD
@KevinKelly0 <--that's a zero!
For one minute only, using any mobile device at your disposal (smartphone, iPad, pad of paper, front of program), list 3 to 5 characteristics that answer one of these questions:
What does it mean for students to be untethered?
What does it mean to support untethered students?
For one minute only, share your characteristics with your neighbor.
What characteristics did you have in common?
NC State Partnership:
Office of IT
College of Engineering
University of Utah
Where to go for ideas...start with your peers:
Virtual Teams & Mobile Learning, Oct 31, 10:30am
Social Media and Feedback - Nov 1, 3:30pm
Online Peer/Group Work - Nov 2, 10:30am
Oregon State Online Services
Online tutoring and writing
Universities/colleges can get a campus-wide license
Students can get individual accounts
Changes that affect the nature of support teachers need
Challenge: Constant tech changes mean content of training/support must change often too.
Strategy: Use dynamic systems for help documentation (e.g., wiki, knowledgebase, database driven help docs)
Challenge: Questions often move from technology to teaching strategies.
Strategy: "Hide the broccoli under the cheese."
Challenge: Training and support must be both real-time and just-in-time.
Strategy: Combine campus support with low-cost self-help resources or trusted call centers.
changes in technology
changes in environment
Challenge: Helping faculty members individually can drain resources.
Strategy: Approach departments rather than individual faculty - increased ROI, applicability, and longevity
Challenge: Faculty often cannot attend training during academic terms.
Strategy: Host training events during Winter/Summer breaks.
Challenge: Difficult to solicit feedback related to technology.
Strategy: Take advantage of existing committees or create user groups.
Challenge: Teachers may turn to technology to address increasing class sizes.
Strategy: Work with teachers to develop a teaching-with-technology plan.
ePorticulture (n.) the act or custom of learning, developing intellectually and professionally, and transmitting knowledge through the creation, review, and assessment of authentic, reflective, and integrative student work that is shared over time via electronic portfolios
Accountability can lead to a change in culture of assessment
Dr. Brian Beatty
The XYZs of technology:
A break down of technology...
Who uses What?
When and Where?
“I skate to where the puck is going to be,
not where it has been.” - Wayne Gretzky
“We can't solve problems by using the same kind of thinking we used when we created them.” - Albert Einstein
*(Boettcher, 2001; and Maslayak & Evans, 2010)
student interviews (Kelly, 2009):
A: "…they talk about diversity, but it's just talk. Because when it comes down to it they don't have diversity in faculty... They don't have diversity in the students... representative to the population."
B: "it's hard for students... [to] learn the values and lessons of diversity if it's not reflected at the upper echelons of this institution."
Developing infrastructure: Does your institution have mobile on the technology roadmap? E.g., what will the impact be on the wireless infrastructure?
Developing faculty: How many classes at your institution meet students where they are?
Developing policies: What policies must be in place to allow mobile learning, but prevent using mobile devices to cheat?
What does increased mobile usage mean for leaders in K20 education?
help with the idea of
Possible learning trends
Stages of collaborative growth
CSU Moodle Common Interest Group
A shared help documentation system with common master help documents that campuses can customize as necesary.
The CIG is beginning the process of creating a shared Moodle code base
The CSU has shared best practices through other channels, but can learn from WyDEC!
Hybrid Flexible (HyFlex) Course Delivery
But to do everything well and quickly,
we'd need to hit the admin jackpot
Does your campus have a presence on Facebook?
While students may not want teachers as "friends," they do want to join groups
Social interaction (e.g., snowboarding club)
and they want to be able to find staff members to answer questions
hybrid / blended
Hybrid Flexible (HyFlex)
Running the analytics, the one thing we can count on never changing is that change will happen:
Whether you call them people, places, and things; or stakeholders, environments, or technology
However, we don't always have to reinvent the wheel:
Beg, borrow and steal ideas from colleagues and even other sectors (business, K12, government)
Get feedback from--yes, I know--analytics, but also from the students themselves
Don't be afraid to fail
Collaboration as a solution
Technology decision example -
adopting or changing LMS solutions
Flickr Creative Commons – Permission to use and modify
Alleghany Township Silos – by Nicholas_T, Pennsylvaniahttp://www.flickr.com/photos/14922165@N00/4848928856
Seed Silo – Gemini Residence – by Purple Snail http://en.danskarkitekturguide.dk/sites/default/files/fraflickr_web.jpg
Slot machine - by garryknight http://www.flickr.com/photos/garryknight/3814492332
Magnifying glass - by Tomomarusan http://en.wikipedia.org/wiki/File:Magnifying_glass.jpg
Education for a Digital World 2.0 (Book cover art) - by Jane Kaminski & Kevin Kelly
Presenter photo by Harlan Chapman
Boettcher, J.V. (2001, February 20). Wireless teaching and learning: Mobile and untethered. Campus Technology (formerly Syllabus).
Kelly, K. (2009). Student perceptions of the higher education transfer process from two-year to four-year institutions: A qualitative study viewed through the lenses of student departure, social network, and complexity theories. (ISBN: 9781109306217). Open access dissertation, University of San Francisco.
Maslayak, M. & Evans, J. (2010, May 26). Un-tethered Learning: What Every School Leader Should Know [WebEx Presentation]. Retrieved on March 1, 2011, fromhttp://www.webex.com/webinars/Un-tethered-Learning-What-Every-School-Leader-Should-Know
McNaught, C. (2011, March 6). ASIA: Tensions in student preferences for e-learning. University World News, 161. Retrieved from http://www.universityworldnews.com/article.php?story=20110305091334889
Seurkamp, M.P. (2007, October). Changing student demographics. University Business. Retreived on March 1, 2011, from http://www.universitybusiness.com/viewarticle.aspx?articleid=905
Thoughts for people who innovate, design and teach
Questions to ask:
How do we meet the needs of students and institutions?
How do we keep up?
photo by H. Chapman
Like the CSU, WyDEC provides avenues for statewide collaboration:
Master Distance Educator Awards - sharing and recognizing best practices across the state
Annual conference - providing avenues for sharing and networking with peers from other institutions
WyCLASS - making it easy for students to find distance education classes
Collaboration example -
California State University system
Students treat informal identities (e.g., Facebook) loosely, but that may affect their employability later.
Students need to build formal identities (e.g., ePortfolios),
as well as learn how to present themselves and their work
to peer students, teachers, advisors, and potential employers.
Teachers in the audience:
Let people know what works
and what doesn't!
Many thanks to the
Teaching Without Walls: Life Beyond the Lecture
conducted a survey with her students to find out their preferences with respect to class content. She found that over 1/4 picked both PDF and podcast, while 1/8 picked some of each.
This data supports a Universal Design for Learning approach.
Perhaps an even better question was asked over 10 years ago:
"If We Didn’t Havethe Schools We Have Today,
Would We Create the Schools We Have Today?"
U.S. Department ofEducation, 2000
as roles are being redefined:
students must take more responsibility for their learning
teachers must do more to engage students in the learning process
learn more about the class by watching my 2010 ET4Online presentation: http://www.screencast.com/t/NjcyY2FmN