Learning Evolved

            This term, I learning has moved from using technology as a convenient tool to using technology for a purpose. Begg, Dewhurst, and Macleod (2005) discussed two types of technological learning – game-based learning and game-informed learning. While game-based learning is using a game to make content more enjoyable, game-informed learning embeds the academic content within the actions of the game (Begg et al., 2005). For example, students in a business course had to use a new complex software system. The institution created a first-person shooter game to teach students the commands of the software through building forts or fixing weapons (Lucas, 2016). Game-informed learning allows students to use their personal experience and critical reflection to move through the game and debrief with peers (Begg et al., 2005). By using gaming with a purpose, students are more likely to integrate the content into their experience.  

Significant Concepts and Implementation

            The first concept that was significant to me was the flipped classroom. By placing instruction in short videos and cultivating problem solving in person, students are able to use what they are learning in real world situations (Lucas, 2016). My current plan is to use a flipped model for my tutor training. We are required to participate in at least 10 hours each year. I hire tutors on a rotating basis so running in person trainings has become more difficult. By placing content online and then implementing a real world experience day for training will allow for the flexibility of hiring.

            The second concept that was significant to me were the MOOC implementation. By using a platform to offer content to a broad audience, more individuals will receive the information needed (Lucas, 2016). I plan to start a MOOC for our parent orientation. During orientation, we give tons of information to parents, most of which they forget. By creating short videos and setting up relevant articles about student transition, more parents will obtain crucial information and have a place to go when they need help that is available all the time.

            The final concept that was significant to me was the information about e-mentoring. Akin and Hilbun (2007) purported that e-mentoring allows mentoring to happen at the convenience of both individuals by giving freedom in place and time. We have multiple mentorship programs on our campus and students can be overwhelmed by the time and place commitment. By making these commitments flexible, more students can engage in the mentoring experience to learn valuable information from a skilled peer.  My current plan is to take the athletic mentoring program and add the e-mentoring component so students can meet in their own locations but still connect with each other.

References

Akin, L. & Hilbun, J. (2007). E-mentoring in three voices. Online Journal of Distance Learning Administration. Retrieved from https://www.westga.edu/~distance/ojdla/spring101/akin101.htm.

Begg, M., Dewhurst, D., & Macleod, H. (2005). Game-informed learning: Applying computer game processes to higher education. Innovate. Retrieved from http://www.learntechlib.org.cupdx.idm.oclc.org/search/?q=Game-Informed+Learning%3A+Applying+Computer+Game+Processes+to+Higher+Education&scope=All

Lucas, H. (2016). Technology and the disruption of higher education: Saving the American university. Seattle, WA: CreateSpace Independent Publishing Platform.

Pedagogy for Digital Natives

Prensky (2012) purported that students see technology as the foundation of their educational learning. As digital natives, they have grown up in quick access to information and constant entertainment. Without committing to using technology in schools, students have become bored, have been assumed to not care, and teachers have not had the opportunity to change their teaching methods (Prensky, 2012).

Implications for Higher Education

Learning has changed for college students. They benefit from interactive teaching rather than lecturing. They excel when given real world problems or work with community partners. Higher education can no longer be solely through a lecture format. Professors need to step outside of their comfort zones to engage students through different methods (Prensky, 2012).

Lucas (2016) stated that faculty have the opportunity to utilize technology in their teaching to enhance the understanding of students. An example are the case studies discussed through a computer to assist students in their business problem solving. Students receive information from a computer system as they continue to make decisions about the study. Students then report through a course management system about their decisions and contributions. Other students have the opportunity to answer. This system has increased the engagement of students and allowed them to look at real life problems.

Instructional Practice

Lucas (2016) strongly purported these types of interactions only occur through professional development, IT support, and administration vision and support. First, administration need to clearly communicate what their expectations for methodology are. Next, faculty need to be trained to use these new technology so they can engage their imaginations on how to teach differently. Lastly, faculty need the support of IT to enact these changes (Lucas, 2016). Without these three aspects, faculty will not feel the need to change their approaches and we will continue to lose students.

Prensky (2012) also purported that faculty could partner with their students in a bottom up approach to learn how to teach them. Students are experts in current and emerging technologies. With their help, professors may discover other methods of teaching. Further, students feel a part of the educational system and have a voice over how they learn. This empowerment creates commitment and students are more likely to engage at deeper levels (Prensky, 2012).

References

Lucas, H. (2016). Technology and the disruption of higher education: Saving the American university. Edgewood, CO: WSPS Publication.

Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin Press.

Future Forward Exemplars: Westminster College

Westminster College is a liberal arts college in Salt Lake City, Utah. They offer degrees in the modes of in-person and online education. Their online education program offers innovative contact between the student and an assigned faculty mentor. The faculty mentor advises, supports, and challenges the student to move “beyond the curriculum in ways that are most relevant to [the student’s] interests and aspirations” (Why Westminster, 2019, para. 2). I chose to explore this school because of my belief that a strong mentoring program can assist students in gaining a degree.

Degree Programs

            This online component has four degree programs including a Bachelor of Business Administration, Master of Strategic Communication, Master of Business Administration, and RN to BS in nursing. While two of the programs are common for online education, strategic communication and nursing have not traditionally been offered by schools as an online option. The nursing program allows the student to choose the method of delivery that works for them. A student could choose online or in-person courses. The degree is completed in three semesters, which emphasizes the benefit of finishing quickly (RN to BS in Nursing, 2019). Bowen (2013) purported that restructuring degrees into shorter periods assists students in gaining the knowledge essential to the career path while being cost effective.

E-Mentoring

Westminster’s mentoring of their online students constitutes an innovative method of engagement. The student benefits from this continuous development throughout their educational experience. According to Akin and Hilbun (2007), mentoring assists through the passage of knowledge and experience from a skilled faculty mentor to a student. E-mentoring is a powerful tool by allowing mentoring to happen at the convenience of both individuals by giving freedom in place and time. Westminster has also answered some of the drawbacks mentioned by Akin and Hilbun (2007) through creating structure, institutional support, and electronic means of engaging faculty and students (Why Westminster, 2019).

A similar program is Louisiana State University’s Student Creative Communication Teams. These teams work on a presentation with faculty and staff on their TEDx day. By engaging with faculty in this innovative way, students are more likely to be academically connected to the university (Burdette, Galeucia, Liggett, and Thompson, 2016). According to Burdette et al. (2016), the additional engagement of community leaders has enhanced student learning to use their skills to work on real world experiences. Westminster would benefit from adding community leaders to their mentoring.

Real World Problems

            These programs are also innovative because they use real world problems to teach students content information (Why Westminster, 2019). Ganeshi and Smith (2017) studied curriculum redesign at California State University where students were attrition rates were high. The faculty revamped the curriculum to include real world problems within course learning. Students improved their learning outcomes and academic success in this redesign. Westminster, by using real world problems, has increased a student’s ability to utilize learning in real world experiences, increasing academic engagement and success (Ganeshi & Smith, 2017).

Conclusion

            Through using online education, high-impact practices, and mentoring with faculty, Westminster College has created an innovative online program. Bowen (2013) mentioned a problem with these programs is the lack of loyalty of students. Westminster has addressed that issue through structuring their program to maximize personal engagement through cutting edge curriculum.

References

Akin, L. & Hilbun, J. (2007). E-mentoring in three voices. Online Journal of Distance Learning Administration. Retrieved from https://www.westga.edu/~distance/ojdla/spring101/akin101.htm.

Bowen, W. G. (2013). Higher education in the digital age. Princeton, NJ: Princeton University Press.

Burdette, R., Galeucia, A., Liggett, S., & Thompson, M. (2016). The TEDxLSU student creative communication team: Integrating high-impact practices to increase engagement, facilitate deep learning, and advance communication skills. Across the Disciplines, 13(4), 1-10.

Ganeshi, C. & Smith, J. (2017). Using multiple high-impact practices to improve student learning in an undergraduate health science program. Journal of Scholarship of Teaching and Learning, 17(2), 74-84.

RN to BS in Nursing. (2019). Programs [Web page]. Retrieved from https://www.westminstercollege.edu/online/programs/rn-to-bs-in-nursing.

Why Westminster. (2019). Westminster College [Web page]. Retrieved from https://www.westminstercollege.edu/online/why-westminster.

MOOCs

            A MOOC is a massive open online course where a student has to have a computer and an Internet connection to engage in the learning outcomes. These courses were developed by elite instititions such as the Massachusetts Institute of Technology and Harvard University (Evans & Myrick, 2015). They have been elevated within journals as an innovative change agent that has the potential to address social justice issues, equity, and access (Pilli, Admiraal, & Salli, 2018). However, the newness of the platform may lead to a lack of quality that is more suited for personal development rather than online learning.

MOOCs Suited for the Fringe

            To answer the question of whether MOOCs can work for undergraduate higher education or are a fringe method of learning, one needs to see how faculty members perceive the MOOC. Evans and Myrick (2015) surveyed faculty members on their thoughts and use of MOOCs in education. The professors who were more satisfied with the use of MOOCs purported that they are more effective in graduate education. In addition, MOOCs take more time to implement than face-to-face learning; professors felt that they needed additional training and support to implement this method of communication (Evans & Myrick, 2015). Further, Evans and Myrick (2015) learned that one-third of those who taught in a MOOC format had never taught in an online platform in the past. Considering this information, using MOOCs for education that is outside of degree-seeking education seems to have merit.

Learning from MOOCs

            To be able to implement MOOCs in a more effective way, higher education needs to assess how the MOOCs are currently being used, what supports are needed to make them effective, and what is the purpose of using this platform for education. According to Pilli et al. (2018), MOOCs are being used by elite universities to increase their brand marketing. This type of education has a good reputation and the schools using this platform have increased their visibility within the field. In addition, the schools using MOOCs have implemented them in a couple of undergraduate courses as a pilot to see the types of interactions students are having on the platform (Pilli et al., 2018). While more assessment needs to take place, it would be important to analyze these pilot experiments to advance the MOOC.

Measuring Quality

            Assessment is the most problematic component for MOOCs. Current technologies are limited in their interactivity and ability to grade work. Without increasing the technology of the MOOC system, faculty members will continue to have evaluation issues and quality will be decreased. Further, online education has a reputation for having increased cheating challenges. A student could have another person complete their work and the professor would not know (Pilli et al., 2018). Without addressing potential cheating issues, MOOCs may not increase their overall quality.

            Multiple colleges and universities have placed their degree obtainment on a MOOC format that is similar to a Blackboard format. For example, the University of South Dakota allows students to take courses in an eight-month period where the student may engage in the lesson, complete papers, and take tests during that time. The work could be done within a week or within the eight-month deadline. However, these types of MOOCs do not allow for engage between students (Tobin, personal conversation, January 16, 2019). By not allowing for interaction, degree obtainment may be lessened in the eyes of employers.

References

Evans, S. & Myrick, J. (2015). How MOOC instructors view the pedagogy and purposes of

massive open online courses. Distance Education, 36(3), 295-311.

Pilli, O., Admiraal, W., & Salli, A. (2018). MOOCS: Innovation or stagnation? Turkish Online

Journal of Distance Education, 19(3), 169-181.

Hello,

I chose to use WordPress as my blogging site. I have never blogged before and am nervous about the prospect. I first read articles about user friendly blogs and this one rated higher than most (Start a Blog, 2016). I then looked at all my classmates blogs. From their experiences, I chose to try WordPress. My blog address is https://wordpress.com/view/salmon.tech.blog.

Thank you, Jennifer

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton