Teaching & Learning with Technology Module
The Teaching & Learning with Technology self-directed online module is being designed with two purposes. First, we aim to increase familiarity and comfort with the use of educational technologies, from the Blackboard™ Learning Management System to collaborative tools such as PeerScholar™ and Collaborate™ webinar tools. Second, we will provide an introduction to some of the pedagogical theory behind the use of educational technologies and the design considerations involved in integrating technology into teaching. Utilizing a variety of learning formats from presentations to videos as well as reflections and writing activities, the module will introduce faculty to theories of educational technology and instructional design including Technological Content Pedagogy Knowledge-TPACK[1] and Communities of Inquiry.[2]
The Teaching & Learning with Technology module material draws from two major bodies of pedagogical theory: principles of backwards course design[3] and integrated/aligned course design.[4] Through this module, learners will have the opportunity to draft learning outcomes and sketch initial thoughts on the alignment of assignment and assessment design, instructional strategies, and teaching technologies. Learning will be self-directed and self-paced.
The module is intended for use as a standalone resource, and also in conjunction with faculty development events and programs across divisions. It may be useful to instructors, TAs, educational technology professionals and librarians.
[1] Koehler, M. J. & TPACK Academy. (2011). Technological Pedagogical Content Knowledge (TPACK). Retrieved March 12, 2013, from www.tpack.org; Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
[2] Garrison, D Randy, Anderson, Terry, & Archer, Walter. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9.
[3] Wiggins, Grant P, & McTighe, Jay. (2005). Understanding by design: ASCD.
[4] Fink, L Dee. (2013). Creating significant learning experiences: An integrated approach to designing college courses: John Wiley & Sons.
Faculty Development Workshop
During our ALOR workshop on December 09 our teams looked closely at two models of course design (The Supplemental Model and The Replacement Model). These models, and more, emerged from the Program in Course Redesign from the National Center for Academic Transformation.
We also looked at effective active learning strategies. Elizabeth Barkley’s book Student Engagement Techniques provided us with some wonderful ways of considering student engagement as a continuous relationship between active learning and motivation.
The SOAR Analysis Worksheet was also employed to guide preparation.