Coffee cup insights
The following question was posed on a Starbucks coffee cup:
At first, I wondered…what if young people saw themselves in that way? The thing is…this generation of students often DOES see itself in this way. Research indicates that young people are more engaged politically and socially than previous generations.
We mistake young people’s variable voting rates as a lack of civic involvement, but we fail to see their high rates of community volunteerism (In 2006, 16- to 19-year-olds spent twice as much time volunteering as did the same age group in 1989. Source: Corporation for National and Community Service). We mistake their time spent in social networking as frivolity and waste, but we fail to see the powerful and informational communities young people create to help solve problems (think of how Twitter united people from all over the world on behalf of human rights in Iran; see the Time article on this). We mistake their close relationships with their parents as co-dependence, but we fail to see the social capital that young people have built.
I think Don Tapscott said it best: “I’m optimistic that this generation will make this world a better place. The reason is simple: not only is this a generation that cares about social problems, they are the first to grow up with a powerful tool that can be used to make a far more substantial difference than my generation ever could. It’s a tool of unprecendented power to inform, engage, and mobilize their generation.” (Don Tapscott, in Grown Up Digital, p. 270)
So, it seems to me that the real question is: What if we saw young people in that way, as community leaders, problem-solvers, mentors, and key stakeholders?
Let’s discuss…
One of the new CETL members
Posted by: Arturo Ozuna, Instructional Designer
First, let me start be saying that I am so excited to be a part of the Center for Excellence in Teaching and Learning (CETL) for Texas Wesleyan University as an Instructional Designer. I look forward to my role in helping faculty members develop effective online courses. In addition, I plan to develop tools, resources, and training materials that will assist both veteran and new online faculty members.
Effective online instruction is similar to effective face-to-face instruction. The only real difference is the communication medium through which the learning takes place. It starts with clearly establishing what you expect from students and what students should expect from the instructor in relation to the course. These expectations can be stated in the form of policies or by providing resources such as rubrics for writing or professional conduct and can reside in several places including the syllabus or orientation resources.
In addition to clearly establishing expectations, the instructor should also work to create a learning community. We are in the information age, where the experience and knowledge of many is greater than that of one single person. Effective online instructors should tap into that collective knowledge regularly to gain the perspective of everyone in the class. Establishing a learning community engages students and allows them to directly relate the material they are learning to their own lives. Student-to-student communication and collaboration is vital to the process. Provide them with the opportunity to work together to solve complex issues or put them in scenarios with some guidance. As long as you are providing feedback, they are learning how to apply the knowledge they have gained.
Establishing a learning community also lends itself well to an active learning environment. I am a proponent of active learning as an instructional mode. Let me give you an example. I am not a big supporter of giving any kind of assessment of “key terms”. I would prefer creating assignments that directly relate to current events or realistic scenarios where students will need to know what the terms are in order to complete the assignments. Not only will they need to know the terms, they will also need to know why they are important. In the end, they will know all of these concepts because they have used them to accomplish something; in essence they were “active.” A lecture could never accomplish that. That is what active learning is; less lecture and more engaging activities and discussions where knowledge is constructed.
If you are interested in distance education or would like some assistance with your online course, please feel free to contact me at aozuna@txwes.edu. I will be more than happy to answer any questions you may have regarding distance education, curriculum development, and the online environment.
Introducing…
The fall semester is just around the corner. I know that you are busy putting the final touches on your course prep or working with your department to provide services to incoming students. Whatever your role on-campus, you are vital to this institution and our students are lucky to have you.
The CETL team has the immense pleasure of providing services to you, so that you can focus on doing your job well. We offer training and professional development opportunities, assistance with online or web-assisted courses, and classroom technology upgrades. And we have a fantastic staff– helpful, knowledgeable, and supportive. Allow me to introduce our CETL staff:
Dr. Amy Collier, Director
That’s me! I manage the day-to-day operations of the CETL as well as long-term projects and planning. I also teach training courses on Web 2.0 tools, online education, PsychData, SPSS, and Blackboard.
Arturo Ozuna, Instructional Designer
Arturo is responsible for assisting with the development, implementation, and evaluation of online and web-assisted courses at the University. Arturo can help you to plan your online course and he can guide you as you deliver your course. He also can direct you to resources that will help you and your online students.
Chris Faulkner, Instructional Technologist
Chris assists faculty and staff with the creation of media products for courses. These media products may include audio recordings, videos, or podcasts for use in face-to-face and online courses. Chris also manages the video production lab, a space where faculty and staff can create their media products.
Meghan Foster, Instructional Technologist (Title III)
Meghan works under the Title III grant, which seeks to strengthen the University through Learning Communities, advising strategies, faculty development, and improved technology. Within the CETL, Meghan manages all of the classroom technology upgrades for the University. She also provides training on Smart Boards, faculty websites, Contribute, copyright, and instructional strategies for using technology.
Diane Chacon, Web/Desktop Applications Trainer
Diane provides training on web and desktop applications, primarily focusing on Microsoft Office 2007. Diane develops the training calendar for each semester and works with faculty and staff, in groups or one-on-one, to support their use of applications technology.
Barbara Reese, Web/Desktop Applications Trainer
Barbara provides training on web and desktop applications, primarily focusing on new employee technology training and online training development. Barbara is collaborating with Chris Faulkner to develop training videos and just-in-time training to reach faculty and staff any place, anytime.
So, now that you’ve “met” the CETL team, come to the CETL and meet us in person. We are happy to meet you and talk with you about how we can help you to do your job and how, together, we can make a difference in the lives of our students.
Warm regards to all–
Amy Collier
