Learning Community, Professional Development, UGST1000

Help My #ugstSTORY Class Tell Their Story

It seems that all is quiet on the TechKNOW Tools blog front… Sorry about that.

The start of the academic semester came fast and furious, and I have been busy engaging with and learning about my students’ stories for my #ugstSTORY class this Fall 2013 semester. This is my UGST 1000 – First Year seminar class where my students explore their major/career options, get support with transition to college, and learn more about themselves.  Feel free to follow along with our “story” this Fall if you would like:

ugstSTORY Pic

With this seminar class, a great portion of the focus is on self discovery and exploration for personal, academic, and career options. Like many students who are “undecided” or exploring their options, many of my #ugstSTORY students have more than one interest and want to make sure they are going down the right path for them. In learning about many of their talents and skills, I can see why it might be a challenge to just focus on one major. They are a creative and involved class who what to include what they VALUE in their future world of work and life.

What My #ugstSTORY Class Values
During the Fall 2013 semester, my #ugstSTORY students will leave a digital footprint, and will be encouraged to explore their personal and professional options. In their research to make an informed decision, a number of my students will reach out to professionals and industry leaders in the world of work to answer: “What do I want to do with my life?” and “How did you get to where you are?” I am not sure these BIG QUESTIONS will and/or can be answered in just one semester; however I think a few of the assignments and projects will hopefully get them started.

The first assignment, the Road Trip Nation (RTN) Project, is designed to help my students explore personal, academic, and career paths. More importantly, it allows them to understand that many directions will lead you towards your goals and dreams. Their recent blog posts identified what how to find their “Red Rubber Ball,” that is, where do they get their inspiration, passion, interests, values, and likes. Specifically, I asked what potential careers, professions or industries would they like to learn more about.  Here’s a short list from their in-depth blog posts this week:

Interview: Potential Careers & Industry

Interests & Passions

Journalism; Sports Journalism; Broadcaster Friends; Family; Hockey; Sports
Artist; Engineer; Philanthropist; Advertising; Therapist Stability; Helping Others
Journalism; Pre-Law; Psychologist Community Involvement; Travel; Family
Clinical Psych; Greenpeace Environment Activism; Animals; photography; food; language
High School Librarian Reading; books; writing
Engineering; Tourism; Economics Travel; Stability; Accomplishing goals
No Clue Relationships; Smile; Creativity; Individuality
Writer; Journalism Music; Belonging; Writing;
National Geographic; Journalism Travel; Photography;
Broadcaster/Journalism Sports Talking; Sports; Opinions to voice
Photojournalist; Forensics; Library Science Cartoons; Anime; Photography; Music
Psychology; Fashion Merchandising; Law People; Cultures; Travel;
Sales Engineering Music; Activism; Star Wars
Sports Analyst; Broadcaster/Journalist NFL Analyst; sports industry
Neurology; Psychology; Editor/Publishing Anime; Neuroscience; travel; career student; small business

The reason I am sharing more about my class with you is to get them connected beyond our class and the UNT campus. Since I have some phenomenal friends, family, and colleagues in my own learning and professional network, I thought a few of YOU might be able to provide some of your own experience and wisdom for their exploration, specifically by:

  1. SHARING A Resource: We tweet with the #ugstSTORY hashtag, so if you see a link, article, website or anything related to major and career exploration – cc: @ugstSTORY or just put the #ugstSTORY hashtag on it!
  2. READING Their Blog Posts: If you have time to read, comment & post on their WordPress blogs, that would be super rad. Although many are just blogging for the first time, a number of my #ugstSTORY students have very thoughtful and creative perspectives about life in college so far. It would be great if they got a response or two outside our #ugstSTORY class – drop them a comment or like. 🙂
  3. MENTOR Virtually: For the RTN Project a number of the #ugstSTORY learners will be seeking informational interviews with companies, professionals, and different organizations (listed above or might not be listed as they don’t know your about your occupation yet); if you OR someone you know is available and interested in sharing with my students what they do for a living and why they love it – LET ME KNOW!  Yes! I want to MENTOR a #ugstSTORY Student p.s. Pass this link onto a friend you might know as well. Thanks!
astd, MGMT 6860, Needs Assessment, Training, UGST1000

Learning Goal Orientation & Motivation with Course Delivery Modes

Determining the course delivery mode for learners is important. Learning goal orientation (LGO) delivery modes can either enable or create barriers to motivation to learn and course/training outcomes. Have you thought about how the technology-enhanced instruction is supporting or challenging your learners? I have been thinking about this a great deal this semester as I weave face-to-face meetings in my seminar session with online/blended/connected projects and assignments.

Klein, Noe, and Wang (2006) conducted a quasi-experiment with 600 undergraduate students to compare blended learning and classroom delivery in three consecutive, ten week terms over the course of a full academic year. Unlike other blended learning or classroom comparison studies, the authors aim was to understand why or under what conditions one method may be more effective than the other and identify variables based on motivation theory to investigate how and why blended learning may be more effective than classroom instruction.

A Conceptual Model: Motivation for Learning Goal Orientation (Klein, Noe & Wang, 2006)

This model integrates training motivation theory, which is based on the Colquitt, LePine, and Noe (2000) meta-analytic path analysis of 20 years of training research and Brown and Ford’s (2002) input-process-output (IPO) model of learning.

Klein, Noe, and Wang (2006) tested the following hypothesis in their study:

1)      Motivation to learn – predictor of course outcomes and is influenced by both individual and situational characteristics (Colquitt et al., 2000; Noe, 1986; Tannenbaum & Yukl, 1992).

2)      Instructional characteristics – reduced motivation in distance learning courses include distractions and interruptions; level of interaction among the learners and between the instructor and learners, and increased learner control over the pace of instruction based on self-determination theory (Gange & Deci, 2005).

3)      Learner characteristics – LGO chosen can have a strong effect on learning and the allocation of effort during learning (Fisher & Ford, 1998); interest in the strongest and most consistent relationship with motivation to learn and course outcomes; challenges may encourage some learners to persist while be a barrier for other learners

4)      Perceived barriers and enablers – can impact motivation to learn and influence transfer of learning; attitudes examines towards use of new technology and availability of personal/technical support

5)      Course outcomes – goal to have robust positive relationships between motivation to learn and course outcomes that impact the cognitive learning (Kraiger,  Ford & Salas, 1993) and effective learning goal orientation (LGO)

6)      Mediating role of motivation to learn – expected relationships between the IV (delivery mode, LGO, and perceived barriers and enables) and the DV (course outcomes); specifically Sitzmann et al. (2006) found that blended learning was 13% more effective than classroom knowledge for teaching declarative knowledge, whereas White (1997) found distance learners engaged in greater metacognition than classroom learners; Other mediators: constraints, lack of choices, self-regulated learning, varied learner motivation

While reading this article for the training and development section of my HRD seminar, there are some limitations to comparing undergraduate learning to training – but this piece did present some interesting findings and suggested research for the future. Here are the results shared by Klein, Noe, and Wang (2006) from this study:

  • Learners in the blended learning condition, learners high in domain-specific LGO, and learners who perceived external features as enablers rather than barriers had higher motivation to learn
  • Barriers/enablers partially mediated the effects on LGO on motivation to learn
  • Motivation to learn was significantly related to course satisfaction, metacognition, and course grades
  • Motivation to learn mediated the relationships between the delivery mode, metacognition, relationship between LGO and course grades, and perceived barriers/enablers and course satisfaction

 

References:

Brown K.G. & Ford J.K. (2002). Using computer technology in training. In Kraiger, K. (Ed.).Creating, implementing, and managing effective training and development (pp. 192–233). San Francisco: Jossey-Bass.

Colquitt J.A., LePine J.A., &Noe R.A. (2000).Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology85, 678–707.

Gagne, M.& Deci, E.L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior. 26, 331–362.

Klein, H.J., Noe, R.A. & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59, 665-702.

Kraiger, K., Ford, J.K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311–328.

Sitzmann, T.M., Kraiger, K., Stewart, D.W., & Wisher, R.A. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623–664.

Tannenbaum, S.I. & Yukl, G. (1992). Training and development in work organizations. Annual Review of Psychology, 43, 399–441.

White, C.J. (1997). Effects of mode of study on foreign language learning. Distance Education18, 178–196.

AcAdv, Career, UGST1000

Open Options: Choosing a Major With Road Trip Nation

With first year students, there are many new, exciting and scary things about starting college or university. Higher education offers a place to be intellectually challenged, develop socially, discover your interests, and engage with a variety of opportunities on campus and beyond. The road and journey are both wide open. The open road and the growing number of academic/career possibilities seems to be a bigger challenge to our student population. Besides the confusion of campus jargon and the navigation of a larger than high school institution, there seems to be more students and family members at orientation who are anxious about making the “right decisions now” for later. Many higher ed students have an idea or inkling of what they want to do, but most are not sure about their academic options, career path planning, and helpful resources to support their decision-making process.

For UNT students who enter into the undecided/undeclared program at UNT, the Office for Exploring Majors [where I work] utilizes the Roadtrip Nation (RTN) resources and has a  RTN project as part of the UGST 1000 – First Year Seminar class.

The Open Road for #UGST1000 Course Design The RTN project helps students explore their personal, academic, and career path. More importantly, it allows them to learn that there is more than one path to obtain their goals and dreams. In picking up  Roadtrip Nation: A Guide to Discovering Your Path in Life and Finding the Open Road: A Guide to Self-Construction Rather Than Mass Production – I was reminded about my own academic/career journey and questions I had in undergrad and after. There are a number of different professional journeys and narratives that provide readers a “path” of how to get to where you want to go.

Overall, I will be using Finding the Open Road stories and interviews (posted online) to help expose the pre-Journalism (News, Advertising, Strategic Communication & PR) and pre-Business (Entrepreneurship, Marketing, Management) students in UGST 1000 figure out how to navigate their own experience. I do like the strategies and ideas in the “Do It Yourself” section of the Roadtrip Nation book to help guide our students learning. The plan is to take the follow chapters and make them into easy-to-use guides for both the UGST 1000 instructors and students that follows the Roadtrip Nation Manifesto:

  1. First, Find Your Red Rubber Ball – What inspires you? What is your passion? Identifying interests, values, and likes.
  2. Whom Should You Meet? – tips on how to find people, being resourceful, using your personal network, how to reach out to new people
  3. Getting the Meeting – cold calls, the pitch, being persistent, communication strategies
  4. Preparing for the Interview – researching the person, their company, their work experience
  5. In the Meeting – what to talk about, suggested questions, informational interview samples, interview/meeting etiquette
  6. Closing – ending a meeting, sending thanks, developing a mentoring relationship

RTN asks....

References:

Marriner, M. & Gebhard, N. (2006). Roadtrip Nation: A guide to discovering your path in life. New York: Ballentine Books.

Marriner, M., McAllister, B. & Gebhard, N. (2005). Finding the open road: A guide to self-construction rather than mass production. Berkeley, CA: Ten Speed Press.

Learning Community, Social Media, Training, UGST1000

Facebook for Learning Communities: Groups vs. Pages

Image c/o Interactyx.com

In supporting and creating instructor resources for our 30 or so first year seminar classes, one areas I’m currently working on is our social media for learning (quel supris!). There are a number of resources, “how to” guides, and instructional case studies to support digital learning pedagogy. In curating content for our #UGST1000 (formerly UCRS 1000) Blackboard Learn Instructor site , I realized that the area of using Facebook and other social networks for our learning communities was lacking. Sure there are a few of us out there using these spaces, but it was rare to see any information available for suggested practices let alone understand how our campus social media beliefs impact our Facebook for learning.

Below is the quick guide I created to introduce Facebook Groups & Pages for our first year seminar instructors. I welcome and encourage others to post your ideas and share resources to the comments section – so we can enhance our #edusocmedia learning practices.

What Are Facebook Groups?

Facebook states that groups are designed “for members of groups to connect, share and even collaborate on a given topic or idea.” Groups have been used to market, promote or share group happenings. The key feature behind Facebook groups is the ability to make them “invite only” or limit these spaces to specific groups, i.e. like your seminar section of UGST 1000. These groups can be private or closed for only your students. Although this is a closed feature, you will need to “friend” students in your course to a closed or secret group; however an “open” group option will allow you to add anyone from Facebook.

WARNING: You may (gasp!) not have students who are on Facebook or wish to be “added” to a private group. Keep this in mind. Also, I would encourage you to work with your Peer Mentor in your class to support the cultivation and development of this online learning community.
Instructor perspective:
Ryan: They all REALLY liked our class Facebook group and participated in that quite a bit. I’m considering just using Facebook this time around rather than try to get them all onto a new social network.

Laura: Peer mentors a great support & can often set up these Facebook groups and “friend” students for the instructors. I would encourage this and support the peer mentors as they develop community in your UCRS 1000 Group (ours from Fall 2011) online and in class.

What Are Facebook Pages?

In contrast to Facebook groups, which are focused on organizing around specific topics or ideas, Facebook Pages “allow entities such as public figures and organizations to broadcast information to their fans.” If you are looking to set up your class’s “official Facebook presence” you would opt for a Facebook Page. Students just need to “Like” the page for the semester and they can always opt out when the semester is over. Students who like this page will need to remember to check and monitor their Facebook stream to ensure that they are reading updates posted for the course so they do not miss out on any happenings, announcements or updates.

Simply put, Facebook Pages is a simpler tool for instructors and peer mentors to maintain and use for UGST 1000 Learning Communities. Students, staff, and faculty can view an open Facebook Page even if they opt to not have their own personal account on Facebook. Pages are an easy medium to put out content, share updates, and keep your learning community informed. As the administrator for this page, I would strongly encourage interaction to encourage 2-way conversations by using polls, asking questions, and encouraging comments, pictures or videos to be posted to the course page. You will want to enable sharing features for your community and talk about the purpose or standards for your social space.

Instructor Perspectives:
Laura: I like how you can share ideas, post comments and have others follow along with the discussion – it is a great way to connect to student in the social space of Facebook without having to add them to my own personal/professional “friend” list. The Pages can also be integrated with other features such as Twitter, blogs, photo sharing & videos. Here is the Office for Exploring Majors Facebook Page https://www.facebook.com/ExploringMajors

Do You Want to Have a Facebook Group or Page for YOUR Learning Community?
If you are trying to determine whether to use a Facebook Page or a Facebook Group for your UGST 1000 class there are a number of other resources posted in the reference section below to help you best understand the features.
There are a number of other seasoned  instructors who might want to share their ideas or thoughts on the use of both Facebook Pages and Groups (or other social networks) for UGST 1000. Take a look at the handy chart below that breaks up and compares the features; however with other social media things change and are always subject to change.

Facebook Groups & Pages Learning Resources:


10 Reasons Why Facebook is Ideal for Managing Social Learning

The Ultimate Guide for Using Facebook in Education

Facebook Groups Vs Pages: The Definitive Guide

Facebook Groups Vs. Pages: What’s The Difference

Facebook Tips: What’s the difference between a  Facebook page and group?

Pros and Cons of Facebook Groups vs. Pages

Facebook Group vs. Facebook Fan Page: What’s Better?