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And if you become known as a creative and proactive school, I
think that's a definite way that you could start differentiating.
How do we ensure that we are planning for outcomes that meet
academic goals as well as student learning outcomes?
I think it's the process that you go.
You start with that institutional mission and vision
and you work down to your instructional.
You don't get to your objectives and your strategies and actions
until you work through that process.
And if you've done that, then you're going to succeed.
That's what it's going to take.
Seven, how can it be documented that the curriculum is advanced
through the use of technology.
Establish planning measurement for each curricular goal.
It goes back to that matrix that I showed you, and it goes back
to those measureable outcomes.
What do we expect to happen? How do we plan to measure it?
And then you can get right down to that matrix that we talked
about and showing how you are having it impact on learning.
What are some examples of best practices for development
of a technology plan?
Make sure you've got leadership involvement and commitment.
Make sure that your key stakeholders
represent your campus.
Make sure that you do the right planning and that you have a
process to follow and go through.
It's really not rocket science, if you just have
the right process.
Sometimes it's easier for somebody to come in and
help facilitate, sometimes you've got resources on campus
that can do that.
You just have to look at the balance there and
what you want to do.
But include everybody, leasership, financial,
admissions, faculty, students, alumni, board members, and
certainly your administrative group in that process.
So we've actually been through quite a bit.
I think we've covered what we wanted to cover
in the actual agenda.
We've tried to cover some of your additional questions
that I was shown.
As we went through, I had read through your technology planning
document that had all your questions and answers in there.
I made some markups on that I'll be glad to share with you as
well, but I think we've covered a lot of them already today.
So, what I'd like to do is to kind of just open it up for
discussion, you know, to get any feedback that you may have.
And then I've got a couple things that I want to sign off
with in the last, say, ten minutes or so.
[audience response]. Can you talk about your book you
mentioned about a new perspective for Tablets versus
laptops as the way to go. Why?
What are the issues [unclear audio].
(Jon) There's probably about ten, ten reasons that we've kind
of documented, and I'll be glad to get those ten reasons and
shoot them out to you.
I wasn't planning to come in today and talk about laptops and
Tablets and things like that, but I'll shoot those out.
You know, the whole, being able to draw and to write, you know,
if you're thinking about trying to move away from
paper for one thing.
Another thing is, if you write it--there's a lot of research
that's been done--if you write something you tend
to remember it better.
You know there's certain things that you can do with a pen.
If I'm in math and science and we're doing physics or
we're doing a graph or something like that, you know, I can
go in and draw that chart just like I did a moment ago
with David Thornburg's.
You know, how can I do that with a keyboard?
The ability to walk around with it in a Tablet-mode and make
notes just like I would on a sheet of paper where I'm not
having to try to type.
You know, you get into a classroom a lot of times the
teachers do push back a little bit if all they hear is typing
on a keyboard from 20 or 30 students.
That gets a little distracting sometimes, whereas if you're
using this sometimes it makes it better.
You know, those are a few of the reasons, I can
get you some more.
Other thoughts, comments?
[audience response]. What's the learning curve
for OneNote?
We've actually got a one-day course on it.
You know, we do orientation-- this is professional
development side of things right now--but we do an
orientation day for the machine.
But the thing that we think is really important about it is
that it shows you how you're going to apply it right away.
So we just finished writing a course for education to show
faculty and students not only the capabilities of the machine
but how they can apply OneNote in an education environment.
Did you see the little scenario I did with--we didn't go to
the instructor actually delivering the project message,
we went to the interview and we went to the research and
we did the practicing thing.
That's the kind of thing that we do in the OneNote class.
But more importantly we're showing you how
to organize your files.
We're making recommendations.
These are some ways that you could organize if you're a
teacher or faculty member or if you're a student.
This is how you tag items in OneNote so that you can go back
and find them easily.
This is how you do a word search to go back and find across the
different note folders, how you find the information.
This is how you capture video and audio so that
you can play it back.
One of the features of this actually is I can have everybody
in this room watching me in OneNote.
I can start a session which you could sign in to and you could
see me leading a session up here on my notebook.
So there's about five different topical areas that we feel are
important for education and we go into each one of those,
and it's a one day format.
[audience response]. So, have you worked with other
institutions at the college level to do
this type of planning?
My two questions would be, so what's the next step, how do we
get started, and then what are some of the issues that
you've seen other people run into that you could share
with us so we would [unclear audio].
(Jon) The next step would be to talk to you guys just about,
you know, understanding what the institution mission and
vision is, sitting down and looking at what you would
consider to be the mission and vision for instructional
technology and administrative technology and getting
that core set of beliefs down.
And it could be almost at a department level, depends on how
you decide you want to do that.
The next step there would be, once you understand what you
want to try to accomplish instructionally and
administratively, then it would be to sit down and actually go
through that five-step process that we looked at right here
which is represented on this sheet, which essentially if we
were going to come in and facilitate then we would look at
any specific core objectives that you want to do.
We would decide how you want to break down
your colleges or departments.
Then we start making decisions about what decisions get made at
the institution level as well as the college level.
And then we would start looking at where your team in the
various departments or colleges would need more knowledge in
order to make informed decisions and then bring in that knowledge
and present that knowledge to these people to more or less
educate them to make them an informed decision maker.
So if they don't know about Tablet technology or they don't
know about Skype, or they don't know about application sharing
or wireless connectivity or all the things that go into being a
good informed committee member, then we will want to bring in
the right resources to make sure they are comfortable
making decisions around that.
At the same time, you can be assessing--which you guys have
done a lot of already, I can see that out there right now.
Start assessing what you have today in terms of software,
hardware, infrastructure, kind of benchmarking everything.
And then we go into the goal setting, you know, what are your
goals for your college, what are the institution goals.
And then we start creating those strategies and actions around
those goals and objectives to make that happen which gets you
into the implementation piece.
So, next step would be just say okay, let's go, let's do it, and
then it would be making sure we have the mission and vision for
the instructional and administrative piece laid out
first, that would be the first step.
What we did just recently with another group is we did like a
three-day workshop.
We went in to some of this global stuff
that we talked about.
We did a lot of podcasts.
We did a lot of readings and videos on things that are
happening globally, you know, for November or Ken Kay or other
people to kind of give the big picture.
And then we jumped in and started showing technology.
So we come in and showed this technology or wireless
technology or Skype or whatever it might be, curriculum,
supplemental curriculum in some cases, or go out and bring in
classroom management stuff and actually do demonstrations and
so forth, so that people don't just hear about it, they
actually see it and feel it and touch it.
So that's kind of the next steps.
[unclear audience response].
Are there problems, any kind of common problems?
(Jon) Problems that we typically run into in higher ed, the
biggest problem that we run into probably is making sure the
professional development is what it needs to be.
On top of that is making sure that students come, that the
faculty member actually comes to the professional development.
You know, we don't have such a big problem in K12; in higher ed
it's a whole other ballgame.
In fact, at Wake Forest University we actually did what
we call a stars program.
The faculty were so reticent to go into any kind of professional
development that we actually taught students who had some
technology savvy to become facilitators of learning.
So we actually taught them what we would teach the faculty on
how to integrate technology skills, how to integrate the
skills into the curriculum.
And then the students were actually paired with the
professors and helped them to start integrating technology
into what they deliver in the classroom.
And it was really funny--initially, nobody signed
up for these star students.
And then one or two started getting out there, and all of a
sudden there was an over demand for these students.
But what was happening--I think the best part of what was
happening--is the students would go in and work with the faculty
member and start doing some integration, and then the
faculty member would say, well, how did you do that, show me
what you just did.
And so now the faculty member is over there saying well, I can do
that, and so they said, well, tell me more and tell me more.
Well, yeah, that student would work with them some but then
they would go to a class and learn how to do it for
themselves in a more structured environment.
So I think that was very important.
Another big issue is when you start turning over systems and
you go and do a planned project, how do you get the desktop and
the laptop that that faculty member has right now that they
live and die by to give them a new piece of technology.
I think a lot of thinking needs to go into that.
In fact what we've seen happen is, we'll have higher ed--we did
some work down at Winona State University at Minnesota.
They've got a really neat laptop program, and they've
been doing this for a number of years.
They've actually got a center set up with individuals in the
instructional technology group where at any time, any place,
a professor could come in and get help with a particular
situation, not a star student type deal, but just a place to
go to help me get this done.
But they also had--when they got ready to do a recycle of
machines and so forth--they had a room set up that had
all kinds of professional development going on
and refreshments and everything else.
And they'd bring their machine in and while they brought their
machine in for that hour, that machine was going to the back
room and they were taking and reimaging and putting everything
over on the other machine.
So change is the biggest thing.
Change with your faculty to get them in to learn how to really
take advantage of the technology, getting them into
the professional development, helping them to move over.
The students, they're good to go.
I mean, there's certain things you want to train them on.
There's certain things that you can maximize with them
and you do that.
But really, you asked what the challenge was, it's typically
been the faculty and getting them engaged and getting them
part of the plan.
There you go, just something to leave you with, but thank you
all for being such good participants and listeners, and
I hope this helps as you go forward in your planning.
Thank you very much.
[audience applause].
[music playing--no dialogue].