Extend Program - CNIE 2018
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The document outlines the Ontario Extend initiative aimed at enhancing the capacity of post-secondary educators to effectively design and implement online learning through collaboration and resource sharing. It emphasizes the importance of skills, knowledge, and attributes for technology-enabled teaching and learning, and proposes a structured professional development approach. Key activities include exploring existing technologies, evaluating pedagogical practices, and utilizing insights from various stakeholders to refine and innovate educational strategies.
Extend Program - CNIE 2018
- 1. 1 Ontario Extend Rethinking the Skills and Attributes Required by Empowered Educators Valerie Lopes and David Porter Unless otherwise noted, this work is licensed under a Creative Commons Attribution Non-Commercial Share Alike license. Feel free to use, modify, reuse or redistribute any or all of this presentation.
- 2. 2 Professional challenges often trigger deeper thinking about teaching and learning designs…
- 3. 3 Engage and Teach these students about…
- 4. 4 opportunity Build capacity for online learning development and teaching among faculty, instructors, and instructional developers from smaller institutions across Ontario, who are building their capacity but challenged to be competitive within the eCampusOntario funding processes.
- 5. 5 We are Minoo Provide a support system for post secondary educators that will allow them to: • Explore and evaluate a range of existing and emerging technologies for effective online learning, teaching, and facilitation. • Acquire the necessary, additional skills, strategic knowledge, and experiences to effectively design, develop and implement online programs and courses following current trends (such as OER). • Plan, design, and implement effective and engaging online programs and courses that meet institutional needs. opportunity
- 6. 6 the Questions What is the capacity of smaller institutions to increase the innovative use of online and technology enabled learning? What is needed to support the personal empowerment of faculty and to make their own choices about tech-enabled learning? How do we build that capacity?
- 7. 7 What we Needed to do Explore skills, knowledge, and attributes that might extend our teaching and learning practices in technology-enabled environments Assemble resources, design and develop a prototype program for either face-to-face, blended or online learning for professional development Work with all Ontario institutions to develop determine 5-6 strategic development modules that can be facilitated in face-to-face workshops or online
- 9. What informed the Project Interviews - What are some of the key factors that must be in place to build capacity for faculty and those who support faculty in designing and developing and teaching online and technology-enabled learning experiences? Meetings and Brainstorming Sessions with Northern Institutions - What does an institution need to have/do to enable the design, development and delivery of effective technology enabled and online programs? - How might we enable growth and innovation of our programs through technology-enabled learning? Review of Professional Development Models - @ONE California - iTeach Alaska Review of what has already been done in the Province - Messages sent to ETC and OUCEL listservs asking for input - Faculty Supports for Online Teaching and Learning (COU 2014) - HEQCO @Issue Paper No.22 – Research on Technology Enhanced Instruction Review of International Reports and Initiatives - All Aboard! (2015). Towards a national digital skills framework for Irish higher education - JISC (2015) Developing students’ digital literacy * Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for Designing Teaching and Learning
- 10. 10 Ontario Extend Strategy Explore skills, knowledge, and attributes that might extend our teaching and learning practices and enrich our professional development and scholarship related to teaching and learning. Tactic Design a collaborative approach to knowledge building, skill development, and resource sharing to support the technology-enabled learning initiatives of institutions, their faculty and instructors.
- 11. 11 Ontario Extend Philosophy The impact on student learning should be the primary motivator for the creation of technology enabled and/or online learning experiences Context Focus on the skills that are needed in order to make better decisions about teaching and learning.
- 12. Simon Bates, University of British Columbia. CC BY-NC-SA EMPOWERED EDUCATOR THE
- 13. enlightenment
- 14. e4 ü explore ü engage ü extend ü empower Our mantra…
- 15. 15 The resources created for the project are a starting point, an activity-oriented set of challenges that are intended to stimulate further thought and collaboration. They provide the context for more deliberate course design and online pedagogical practice Modules Digital identity is the core of the DoOO –it’s about creating a digital presence, learning how to use digital tools, exploring the possibilities of digital spaces and defining who you are online. Domain of Your Own Highlights technology-enhanced learning resources currently in use at Ontario colleges and universities. The cases are exemplars of practice. Casebook of Examples They are openly licensed and available for all Ontario post-secondary institutions to adopt, adapt, reuse or remix. CC-BY-NC-SA License
- 16. Module Design – A Constructive Alignment Framework Adapted from Open Educational Resources of UCD Teaching and Learning, University College Dublin http://www.ucdoer.ie/index.php/Using_Biggs%27_Model_of_Constructive_Alignment_in_Curriculum_Design/Introduction The Learning Outcomes Extend Activities Resources Measurable outcomes and objectives are articulated first. From these, the activities and resources are developed. The activities are designed to practice the skills that are required to achieve the learning outcomes and objectives of each Module. The resources are chosen to support the skills and activities and to extend the knowledge about the content and context of each module
- 17. 17 An immersive, experiential learning opportunity where the participants are challenged to teach and learn with different modes and formats, to create and collaborate using digital technology tools, and to discern what approaches may be used to design significant technology-enabled learning experiences. @ontarioextend https://extend.ecampusontario.ca #oextend We use technology to enable learning experiences
- 18. 18 ü Guide to Extend and a Facilitator’s Handbook ü Modules available on a generic website that can be customized and deployed by institutions ü MS Word and PDF versions of the content of the modules ü Workshop guides and resources
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- 24. 24 ü Modified delivery format: one day workshop + virtual participation ü Multi-week approach to module engagement ü Three variations on management of domain of one’s own (DOO)
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- 33. 33 Adapted from: Reeves, T.C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
- 34. 34 Fleming College March 29, 2018 29 in-person participants – 22 virtually Extend East Lambton College May 8, 2018 33 in-person – 35 virtually Extend West
- 35. 35 Research Questions What pedagogical values and practice influences do educator participants report after their interactions within the Ontario Extend professional learning program? What changes or improvements to the program design, program materials or facilitation strategy / approach to training do Ontario Extend participants recommend? Other questions?
- 36. 36 We are using a phenomenological approach to data collection for an iterative design-based research study
- 37. 37 Research Framework The study is using a phenomenological approach to record the lived experience by program developers, program leaders and participants from recent Ontario Extend professional learning cohorts. The study is using surveys, interviews, personal statements and artifact collection (including analysis of additions to the activity banks by participants, tweets and blog posts) as data for analysis Thematic analysis will be used to display, analyze and discuss the data, prior to cycles of revision and refinement to the program elements.
- 38. 38 References Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/ Dahlstrom, E. (June 2015). Educational Technology and Faculty Development in Higher Education. Louisville, CO: ECAR. Retrieved from http://www.educause.edu/ecar European Commission. (January 2017). Transforming higher education: how we teach in a digital age. Malta: Working Groups on the Modernisation of Higher Education and Digital Skills and Competences. Retrieved from https://ec.europa.eu/education/sites/education/files/2016-pla-digital-higher- education_en.pdf European Union. (October 2014). Report to the European Commission on New modes of learning and teaching in higher education. Luxembourg: Publications Office of theEuropean Union. Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/library/repo rts/modernisation-universities_en.pdf Fisher, Kenn. (2010). Technology-enabled active learning environments: an appraisal. CELE Exchange, OECD. Retrieved from http://www.uwo.ca/wals/pdf/technology-enabled.pdf Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital learning: Education Skills in the digital age. RAND Corporation and Corsham Institute. Retrieved from https://www.rand.org/pubs/conf_proceedings/CF369.html Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital learning: Education Skills in the digital age. RAND Corporation and Corsham Institute. Retrieved from https://www.rand.org/pubs/conf_proceedings/CF369.html James Jacob, W., Xiong, W., & Huiyuan, Y. (February 2015). Professional development programs at world-class universities. Pittsburgh, PA: Institute for International Studies in Education. Retrieved from https://www.nature.com/articles/palcomms20152 Kirkwood, A., & Price, L. (2013). Technology-enhanced Learning and Teaching in Higher Education: What is ‘enhanced’ and how do we know? A Critical Literature Review. Milton Keynes, UK: Institute of Educational Technology, The Open University. Retrieved from https://doi.org/10.1080/17439884.2013.770404 McSharry, B. All Aboard: Digital Skills in Higher Education. Retrieved from http://www.allaboardhe.ie/stations/ OECD. (2016). Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264265097-en Ontario Public School Boards’ Association. (February 2013). A Vision for Learning and Teaching In a Digital Age. Retrieved from http://www.opsba.org/SiteCollectionDocuments/OPSBA_AVisionForLearning.pdf Price, S. (2005). Review of the impact of technology-enhanced learning on roles and practices in Higher Education. EU Sixth Framework programme priority 2, Information society technology. Retrieved from https://telearn.archives-ouvertes.fr/hal-00190147/ U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the Role of Technology in Higher Education: A Supplement to the National Education Technology Plan. Washington, DC. Retrieved from https://tech.ed.gov/higherednetp/
- 39. 39 References Englander, M. (2012). The Interview: Data Collection in Descriptive Phenomenological Human Scientific Research. Journal of Phenomenological Psychology 43 (2012) pp 13–35. http://phenomenologyblog.com/wp- content/uploads/2012/04/Englander-2012-The-Interview-Data-Collection-in- Descriptive-Phenomenological-Human-Scientific-Research.pdf Huber, M., and Hutchings, P. 2005. The Advancement of Learning: Building the Teaching Commons. San Francisco: Jossey-Bass. Hubball, H., & Clarke, A. (2010). Diverse Methodological Approaches and Considerations for SoTL in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1). http://dx.doi.org/10.5206/cjsotl- rcacea.2010.1.2 Illich, I. (1973). Tools for conviviality. Marion Boyars Publishers Ltd (Dec 10 2001). http://www.mom.arq.ufmg.br/mom/arq_interface/3a_aula/illich_tools_for_c onviviality.pdf Van Manen (1990). Researching lived experience: human science for an action sensitive pedagogy. SUNY Press. http://www.sunypress.edu/p-1066-researching-lived- experience.aspx Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, Volume 1 (2007), No. 1, pp. 11– 30. http://www.maxvanmanen.com/files/2014/03/Max-Phenomenology- of-Practice1.pdf
- 40. Thank you VERY MUCH