APRIL ORLANDO, FL & ONLINE. Le$cia Pagan, PhD

Transcription

1 APRIL ORLANDO, FL & ONLINE Le$cia Pagan, PhD

2 #pearsoncite Dr. Leticia Pagan, PhD Polytechnic University of Puerto Rico Dr. Pagan is professor, business consultant, and content designer. She is recipient of the Massachuse;s So<ware Council s Above and Beyond Award for her outstanding effort to enhance educa$on through technology. She also received the Stephen Coltrin Award for Excellence in Electronic Media Educa$on from the Interna$onal Radio and Television Society. She has published and presented academic papers in many conferences in the United States, Spain, Great Britain, and Puerto Rico.

3 CITE 2015 Par$cipants, a<er a;ending this presenta$on will be able to: - Evaluate issues related to diversity and globaliza$on in the United States - Understand professors needs of training and professional development for the Global Online Learning Ecosystem - Analyze challenges and future scenarios for online learning: MOOCs, Interna$onal Alliances, Virtual Universi$es, and

4 DISCUSSION TOPICS Technology in the Classroom Diversity and Globalization in Online Learning Environments The Global Online Learning Ecosystem Model of Faculty Development for Online and Web-based Environments Strategies for Planning, Teaching, and Assessment in the Global Online Learning Ecosystem The Future: MOOCs, International Alliances, and Virtual Universities

5 About Technology in Classrooms

6 Online learning trends show that informa$on and communica$on technologies (ICTs) are changing our classrooms at all levels. [During the past decade] most professors in colleges and universi$es across the na$on have access to computers and the Internet and most of them are using technology in their regular academic ac$vi$es. (Pagan, 2005 ; NCES, 2002 ) We are surrounded by informa$on technology in our daily lives. Mobile devices have changed the way we use technology in the beginning of this century, the same way personal computers changed our lives in the last two decades of the 20 th century. In educa$on at all grade levels, this is also true. (Pagan, 2014) Global ICT developments: In 2014, 3 billion people will be using the Internet and the mobile- cellular market, with 7 billion subscrip$ons, is reaching satura$on (ITU, 2015) In the United States half of the total Internet users popula$on of 242 million people accessed the Internet using cell phones in (Laudon and Laudon, 2014)

7 Internet Users and Mobile Telephone Subscriptions in the United States Mobile- Cellular Telephone Subscrip4ons in the United States Percentage of Internet Users in the United States ,000, ,000, ,000, ,000, ,000, ,000,000 50,000, (ITU,2015)

8 ETHNICITY Other, 20,338, 7% GENDER Male Female Hispanic, 46,402, 16% African American, 35,140, 12% European American, 190,353, 65% 51% 49% (NCES, 2011) (NCES, 2011) Age 50 to 59 14% 60 to 69 10% 70 or older 9% 3 and 4 3% 5 to 9 7% 10 to 14 7% 15 to 19 7% 20 to 24 7% 40 to 49 15% 30 to 39 14% 25 to 29 7% (NCES, 2011) Individuals using the Internet at Any Loca4on in the United States 2010 (in thousands)

9 About the Global Online Learning Ecosystem

10 Global Online Learning Ecosystem Innova4on in Educa4on Online Learning Experts e- Students Innova4on in Technology e- Counseling

11 About Diversity and Globalization in Online Learning Environments

12 Diversity Ethnicity Cultural Iden$ty Language - Home - Academic Disabili$es Age Gender Socio- economics Other criteria

13 The Condi4on of Educa4on: United States Student Enrollment by Ethnicity Fall 2012 The Condi4on of Educa4on: United States Faculty by Ethnicity 2011 Alaska Na$ve American Indian 1% Pacific Islander 0.03% Asian 6% Two or more Ethnic Groups 3% Nonresident alien 4% American Two or more Indian/ races Alaska Na$ve 1% 1% Asian/Pacific Islander 9% Race/ ethnicity unknown 2% Non- resident alien 4% Hispanic 14% African American 14% European American 58% Hispanic 4% African American 5% European American, 74%

14 The Condi4on of Educa4on 2002: United States Faculty by Etnicity in 1999 Hispanic 3.0% American Indian/ Alaska Na$ve 0.4% Asian/Pacific Islander 4.8% Race/ ethnicity unknown, 41,986, 4.1% Non- resident alien 0.9% The Condi4on of Educa4on: United States Faculty by Ethnicity in 2011 American Indian/ Alaska Na$ve, 3,529, 0.5% Two or more races, 4,121, 0.5% Race/ ethnicity unknown, 17,000, 2.2% Non- resident alien 4.4% Eurppean American, 83,9006, 82% Asian/Pacific Islander, 66,887, 8.8% Hispanic, 31,331, 4.1% African American 5.5% European American, 563,689, 74.0% (NCES, 2002; Pagan, 2004) (NCES, 2002; Pagan, 2004)

15 In 1990, Americans claimed membership in nearly 300 races or ethnic groups and 600 American Indian tribes, where La$no/Hispanics claimed 70 categories of their own. (Morison, 1995)

16 About the Model of Faculty Development for Online and Web-Based Learning Environments

17 Do you have a co- worker from another country? Do you have a student from another country? Do you have a neighbor from another country? Do you have a friend from another country? Do you know from what country of Asia, La$n America Africa, Europe your new neighbor is? Do you know your friend s (from another country) last name? Do you know how to pronounce your interna$onal student s name and last name?

18 Diversity: Students, Professors, and Educational Institutions American universi9es are a:rac9ng an increasing number of interna9onal students, among other reasons, for the richness they offer to their learning communi9es. (Pagan, 2004) The presence of these diverse students for faculty in American colleges and universi$es may offer both opportuni$es and challenges, which range from language and communica$on through social interac$on, cultural effects on learning styles, technology- based difficul$es and lack of accultura$on to gender roles and teacher/ student expecta$ons. (Pagan, 2005) an expanding global middle class and growing young adult popula$ons are increasing the demand for higher educa$on in the developing world, especially in key areas of research and voca$onal study. But as technology expands access worldwide, online ins$tu$ons, open- source classrooms and virtual campuses will compete with tradi$onal structures. (The Economist Intelligence Unit, 2014)

19 This model proposes that professors in web- based and online learning environments should be trained to teach diverse students in a variety of ways including technology, depending on the students needs, the students funds of knowledge, the students learning styles, as well as their level of English literacy. (Pagan 2005, p. 1353)

20 ModelofFacultyDevelopmentinHigherEducationforDiversity Professor s" Cultural' Beliefs'and' Values' Teaching)for) Excellence Faculty( Satisfaction Professor s" Training'in' Content& Knowledge Faculty( Development* Programs(and( Processes Students Satisfaction* and$ Learning Faculty( Development* Programs(Guided( Toward''Specific' Institution s" Needs Faculty( Professional+ Growth' (Tenure&and& Promotion) Professor s" Technology* Training Professor s" Reflection* and$ Introspection Teaching)for) Diversity) Awarenessand Understanding Is#there#a#need# for$teaching$for$ Diversity? Professor s" Continuance*and* Preservation+of+Old Teaching)Practices) Practices Professor s" Development*and* Application*of*New Teaching)Practices)for) Diversity Pagan,L.,2015 (Pagan, 2004; Pagan 2015)

21 Multicultural self-reflection and introspection fundamental questions WhoamI? (Hidalgo, 1993) HowdoI teach? WhydoI teach? Awarenessand AffectiveTeaching How$do$I$teach?$ Myculturalandsocial values Who$am$I$?$ $ Transposeteacher s worldviews,values andbehaviorinto teaching Why$do$I$teach?$ Pagan, 2015

22 Visual Representation of Intercultural Sensitivity Stages of Personal Growth

23 UCLA Faculty Members Approve Diversity- Course Requirement Faculty members at the college, which enrolls about 85 percent of UCLA s undergraduates, approved the requirement by a vote of 332 to 303, with 24 blank ballots. It will affect incoming freshmen in the fall of 2015 and transfer students in DeSan$s, N., The Chronicle of Higher Educa$on, November 3, 2014 UCLA faculty approves diversity class requirement UCLA Chancellor Gene Block was a strong proponent of such diversity classes, saying they would help prepare students to live and work in a mul$- cultural society Gordon, L., October 31, 2014, Los Angeles Times Report shows slow but steady increase in faculty diversity The number of racial or ethnic minori$es who are members of Penn s standing faculty increased by 2.2 percent from 2009 to 2012, with some schools lagging behind, according to Tuesday s report on minority equity, published in the Penn Almanac. Zweifler, S., December 10, 2013, The Daily Pennsylvanian Harvard U. Shows Progress in Diversifying Its Faculty The number of female and minority professors at Harvard University is at all- $me high, according to the 2009 annual report of the ins$tu$on s Office of Faculty Development and Diversity. Williams June, A., November 12, 2009, The Chronicle of Higher Educa$on

24 Teaching Practices and Strategies for Diverse Students in Online and Web-based Learning Environments

25 Online Assessments are

26 LEARNING ASSESSMENT ACTIVITIES

27 ü Plan Dra< ü Outline ü Create ü Construct ü Write ü Rewrite ü Review Narrative Descriptive Persuasive Expository

28 The following illustra$on describes Kaplan s research conclusions a<er analyzed hundreds of expository composi$ons wri;en in English by foreign students whose first languages included Arabic, Chinese, Korean, and Spanish to evaluate how their paragraphs were organized. ( Kaplan, 1988 ; Gadda, 1994, p.44) Gadda (1994) also studied contras$ve rhetoric to examine the wri$ngs in English from individuals schooled in other countries. (Gadda, 1994, p.44) English Semitic Oriental Romance Russian (Kaplan,1966,p.15;Gadda,1994,p.44)

29 (NCES, 2011, p.19)

30

31 About The Future: MOOCs, International Alliances, and Virtual Universities

32 The Future Interna$onal MOOCs? Alliances? Virtual Universi$es?

33 Online Enrollments Grow Again, Though Many Colleges Are Undecided on MOOCs. (The Chronicle of Higher educa$on, 2014) Students Rush to Web Classes, but Profits May be Much Later. (Lewin, T., The New York Times, 2013) Professors Know About High- Tech Teaching Methods, but Few Use Them. (Fabris, C., February 11, 2015)

34 List of References* Available at request * A list of references will be provided at the conference site.

35 Ques$ons? Dr. Leticia Pagan, Ph.D. APRIL ORLANDO, FL & ONLINE School of Management and Entrepreneurship Graduate Program Polytechnic University of Puerto Rico P. O. Box San Juan, PR

36 Thank You APRIL ORLANDO, FL & ONLINE Le$cia Pagan, PhD