Elearning:ProjectCommscie300

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SCIE 300 Technology Integration Project Plan

Contents

1 SCIE 300 Technology Integration Project Plan - http://wiki.ubc.ca/Elearning:ProjectCommscie300
  1.1 Strategic Planning
     1.1.1 Project Background
     1.1.2 Purpose of this Report
  1.2 Program Objectives
  1.3 Current Situation
     1.3.1 SCIE 300 Stakeholders
     1.3.2 Who Are We?
     1.3.3 Our Role
  1.4 Selecting, Evaluating and Implementing Learning Technology
     1.4.1 Identifying and Evaluating Web Technologies
           1.4.1.1 Core Skills Chart
           1.4.1.2 Technology Assessment Framework
  1.5 Project Timeline
  1.6 Requirements
      1.6.1 Technology Requirements
      1.6.2 Training and Support Requirements
  1.7 Assessment
  1.8 Evaluation
  1.9 Sustainability
  1.10 Next Steps and Recommendations

Strategic Planning

Project Background

The SCIE 300 capstone project is designed to support the instruction of Communicating Science (SCIE 300), a new course currently under development as a core component of the General Science Program. SCIE 300 will accommodate approximately 200 students per year (8 sections, 25 students each). The primary aim of the course is to promote the development of scientific communication skills. Students will evaluate scientific media from different sources (journals, popular press, newspapers, web), learn how to use presentation tools, as well as to present scientific commentary in different formats. An online platform is essential for the course as it provides a place for media and activities to be posted as well as a space for students to interact with their peers and instructors, provide and receive feedback, and access resource material. Developing an online environment in conjunction with course development will provide students and instructors with an integrated and dynamic curriculum as well as means of sharing some of the products of the course with the public and others at UBC. The Centre for Teaching, Learning and Technology (CTLT) has been brought into this project in order to draw on their expertise and experience with the development and implementation of learning technologies in the classroom.

Purpose of this Report

The purpose of this report is to describe the planned integration of technology tools into a Communications Science 300 and the role of CTLT in this project. This report explains how technology will be selected, evaluated and then integrated into the course using a technology assessment framework.

SCIE 300 Program Objectives

Scie 300, Primary Program Objectives

  • Generate an interactive website that accommodates the online needs of SCIE 300.
  • Provide private online spaces for students to collect artifacts and projects (similar to an e-portfolio), interact within smaller groups, as well as with the rest of class.
  • Generate public web-space for students to showcase the best of their work.
  • Identify tools that facilitate the delivery of different modes of presentation with tutorials (either developed de novo or linked to existing ones).
  • Collaborate with other units (on campus and from other institutions) who have similar course components or who are working on comparable projects.
  • Provide support for the instructors (web links, posted materials, tutorials, pre-made assignments, case studies, and other relevant examples)
  • Generate a framework that is intuitive and easy to maneuver for students and instructors, with straightforward protocols for updating and modifying by the instructor.

Current Situation

SCIE 300 Stakeholders

  • Shona Ellis, Senior Instructor, Director General Science
  • Bruce Dunham, Instructor, Department of Statistics
  • Andrew Trites, Professor and Director of the Marine Mammal Research Unit, Fisheries Centre; Associate Member of the Department of Zoology, Faculty Member of the College for Interdisciplinary Studies (CFIS)
  • Gulnur Birol, Research Associate, Skylight and Biology Program
  • Kele Fleming, Sr. Manager - Community Learning & Engagement, Office of Learning and Technology
  • Marianne Park, General Science Undergraduate Representative
  • Eric Jandciu, SCIE 300 Project Coordinator

Who is CTLT?

Founded on July 1, 2010, the Centre for Teaching, Learning and Technology (CTLT) brings together the expertise and skills of the Centre for Teaching and Academic Growth (TAG) and the Office of Learning Technology (OLT). The Centre for Teaching and Academic Growth has collaborated with partners across the university to enhance the teaching skills and advance the scholarly practice of all members of the UBC teaching community. The Office of Learning Technology has worked collaboratively with academic and administrative units throughout UBC to support technology-enabled learning environments and distance learning opportunities. Bringing the team together within one organizational structure will enable us to better support UBC’s ability to achieve the goals set out in UBC’s Strategic Plan, Place and Promise. The CTLT team include:

  • Kele Fleming, Senior Manager, Community Learning and Engagement, Centre for Teaching, Learning and Technology
  • Emily Renoe, Learning Technology Specialist, Centre for Teaching Learning and Technology
  • Lucas Wright, Learning Technology Specialist, Centre for Teaching Learning and Technology

Our Role

The role of CTLT in this project is evolving and dynamic. In the initial stage of the project CTLT will work with the Faculty to identify, evaluate and select learning technologies. In addition during this stage they will assist in the training of faculty and staff. The training role of CTLT will continue into the outset of the pilot project where if required the CTLT team can facilitate training sessions with students. Overall the CTLT will serve as a learning technology consultant with the goal of assisting the project team in understanding and implementing learning technologies.

Selecting, Evaluating and Implementing Learning Technology

Identifying and Evaluating Web Technologies

The CTLT team has developed a list of appropriate web technologies by determining the core skills emphasized in the Scie 300 program and selecting a range corresponding learning technologies. The chart below shows the six core skills identified and the suggested learning technologies.

Core Skills Chart

Figure 1: Core Skills Chart‎

After reviewing the Scie300 learning outcomes, CTLT has identified 6 core areas of skills development:

  • Multimedia
  • Peer review and feedback
  • Writing
  • Research methods
  • Media and web literacy
  • Presentation

Further, we have identified a wide range of technology tools that can support the above learning outcomes (See Figure 1: Core Skills Chart). The technology tools listed below will be presented during the September 22, 2010 meeting of CTLT and CommScie300 and then pared down during the technology evaluation process (see Technology Assessment Framework section) .

Technology Assessment Framework

Figure 2: SECTIONS Framework

As part of its role in this project the CTLT will assist the faculty evaluating web based technologies in relation to the program goals. The CTLT will guide this process using a modified SECTIONS framework for evaluating technology. The SECTIONS [1] model (see Figure 2: SECTIONS Framework) is a framework for selecting and using technology developed by Bates and Poole and described in the book Effective Teaching With Technology in Higher Education.


The SECTIONS framework attempts to drill down within each of the broad areas defined by SECTIONS (students, ease of use, costs, teaching and learning,interactivity, organizational issues, novelty and speed) to develop some questions around the kinds of considerations that seem important when evaluating potential technologies for your learning and teaching environment. The intent of the framework is to support participants with a framework for planning to integrate new technology into their courses. We hope it will allow the SCIE 300 team members to assess the fit between: the technology selected to experiment with, course goals, and the level of support required to make it all work!

This Framework can be used as a basis for discussion with design team members as you consider your course design plan. This is a draft tool and we’ll refine as we work with it in various contexts over the coming months.


[2]

Project Timeline

  • January, 2010 - Curriculum for SCIE 300 will be presented
  • January to April, 2010 – SCIE 300 Curriculum Workgroup established, instructor hires complete
  • May 1, 2010 - Website developers hired, begin research to determine most effective course delivery system.
  • Consultation Period: Website developer will identify units with key expertise, such as OLT, TAG, etc.
  • June 1, 2010 - Undergraduate summer student will be hired for 8 weeks, and will assist the website developers and instructors with content and research.
  • Sep 2010 - present project plan draft to CommScie 300 Team
  • Sep 2010 - technology tool selection and evaluation using SECTIONS model
  • November 2010 - technology tool Faculty training session
  • Dec 2010 - Completion of online course support
  • January 2011 - Student training
  • January 2011 - Pilot for course, two sections of 25 students

Requirements

Technology Requirements

The technology requirements are dynamic and will evolve throughout the project. During the initial technology selection stage the following is required

  • Laptops or desktop computers
  • Internet access for all participants
  • Headsets and microphones for all participants
  • Sandboxes in designated applications

Training and Support Requirements

CTLT will provide support and training for the project by facilitating a technology evaluation session, facilitating training workshops, consulting in the development of online resources and providing ongoing technical framework support.

  • Technology Evaluation Session: This session facilitated by CTLT will introduce the Faculty to different learning technologies and to the SECTIONS framework for evaluating technology. During this session participants will explore a range of web based technologies and evaluate them using the provided framework.
  • Training Workshops: These workshops will provide technical training for faculty and students in using the selected learning technologies. These will be offered during the initial stages of the pilot program.
  • Online resource development: The CTLT will provide consultation developing online resources to support the Scie 300 faculty and staff.
  • Ongoing technical framework support: The CLT will provide ongoing technical framework support for all UBC supported tools.

Assessment

How do we assess the effectiveness of technology for student learning? The CTLT will work with the Faculty to enhance their assessment plan for learning technologies. This informal consultation process will include the introduction of different frameworks for assessing learning technologies including Bloom's Digital Taxonomy - [3]

Evaluation

Feedback will be collected from students and instructors using a variety of methods, including:

  • Online feedback forms/surveys
  • Focus groups
  • Direct observation
  • Reflective sessions

Student and Instructor evaluation will be carried out during pilot run of course in 2011 Spring. Data on student participation in different components of the website will be collected to determine which parts of the website are more useful/visited. There will be an ongoing (anonymous) survey tool that will collect student feedback during the term. Instructors will be able to assess improvements to student performance by evaluating beginning of term assignments with those submitted at the end of term.

Sustainability

CTLT will contribute to the continued sustainability of this project by providing initial training for faculty involved with the project, and by assisting in the development on online resources that can support students and faculty in using the selected learning technologies.

In order to engender project sustainability CTLT will provide technical training to faculty and staff involved with this project. By emphasizing a train the trainer model CTLT will assist the faculty and staff developing expertise with the selected learning technologies and in doing so contribute to the overall knowledge base and capacity of the faculty.

Additionally, the CTLT will contribute to the project's sustainability by assisting in the development of online resources that can provide support for students and faculty in using the select Web-based technology. These dynamic resources may include online documentation that describe how to set-up or use the technology and they also may include spaces where faculty and students can share information and approaches to using the technology. In addition to providing continuos technical support these resources can also engender the development of informal networks which can contribute to the overall sustainability of the program.

Wiki Address

http://wiki.ubc.ca/Elearning:ProjectCommscie300

Tool Examples

   * http://envproblems.umwblogs.org/
   * http://lgiancar.umwblogs.org/

Next Steps and Recommendations

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