Volume IV: What works, what matters, what lasts
What Works: Using the Potential of Learning Technologies to Strengthen Undergraduate STEM Learning
- who are risk-takers, looking at new directions in science and technology, able and willing to use new tools, ideas and approaches in their work with student learners
- who are members of a collaborating community of explorers, supportive of and supported by colleagues experimenting with and adapting technologies in the service of learning
- who are life-long learners, creative and flexible in their scholarly role
- who have time and/or take time to explore new opportunities.
- has explicit goals that shape and direct the use of learning technologies
- uses technologies to enhance, not distract from, the process of learning
- is dynamic– not fixed, open to new approaches, content, tools for learning, driven by student needs and by the potential of emerging technologies
- integrates the use of technologies across departments and programs, giving students persistent exposure to the use of these tools.
- has a vision for the current and future use of technologies that is incorporated into the campus vision
- empowers and rewards risk-takers and collaborators, works to diffuse turf wars
- provides incentives and training for faculty to use technologies most effectively
- provides needed support staff and services to build and maintain a technology-rich learning environment
- establishes means for faculty with interest/expertise in this arena to work with and learn from each other, as well as with technology-professionals on their campus
- puts control of the use of technological resources into the hands of the faculty.
- are planned with learning and pedagogies first, technology second
- have flexible, collaborative spaces that provide easy, 24/7 access to technologies
- has a solid infrastructure that allows for flexible peripherals
- is adaptable, can accommodate future technologies
- has inviting spaces that are efficient for the use of technologies, in class and lab, and for individual and group work
- is not discipline-specific, but is agile and flexible enough to serve many disciplines.
- demonstrate deep understanding of principles relevant to their field
- are curious, problem-solvers, comfortable with technologies
- life-long learners, willing to explore new things
- supportive of their institution
- is committed to assessment and to flexibility in assessment at the point of experimentation.