Select Recipients, Topics, Strategies, Services/Products, Indicators of Success/Failure
This web page: tlt.gs/vwwtessentials
Modest Goals
- First
- Next
Who? Recipients of Services, Products
On the brink of change in any kind of organization institution - especially educational - when the individual and/or the organization is in the midst of a transition... or confronted with changing conditions and resources (esp. external, especially technology ) and must reorganize as a group or change as an individual (try some new tactics). A time when the fundamental questions are especially relevant.
- Faculty and those who help them (librarians, academic support professionals, ...)
- Faculty who believe they have already been successful teachers (and some colleagues agree)
- All who are
- trying to improve teaching, learning, education
- receptive to new ideas and resources due to internal or external pressures, inclinations, hopes...
- ready to change some aspects of their own work
- Institutions
- The Chief Academic Officer and some other influential members of the institution
- are able and willing to reorganize to some extent
- believe the current organizational structure is no longer ideal for changing conditions and goals.
Topics/Content
(of special interest to Steve Gilbert, et al.)
- TLT Roundtables as Counter-Counter-Implementation Strategies (especially useful during times of accelerating technological options for improving teaching, learning in higher education; especially for options that don't mesh neatly with current organizational structures and individual preparation.)
- Godels proof
- 1st year algebra - online course
- Fundamental Questions
Strategies
- Get Started - CHOOSE FIRST STEPS
- Integrate w FrLv! & Members Exch & Sr. Assocs & Symposium for 2015-16
- Small group - some individuals, at least 2 institutions
- Small Steps
- Wide/Shallow
- LTAs/Apps
- TOL4B
- Narrow/Deep
- Chapter Book (with strategy/plan/resources/services for dissemination, implementation)
- 8th Principle
- Fundamental Questions
- Counter-Counter Implementation Strategies
- Constructive Mutually Respectful Civil Discussion
- Assessment
- What improves?
- For whom?
- For how many?
- By when?
- Who decides the answers to these questions? How?
EXAMPLES
Humanizing Courses (esp. online)
LTAs/Apps
- "Chapter" of stuff written about LTAs/Apps,
- What is LTA/App?
- Why LTAs/Apps?
- How organize workshops for identifying, sharing, ...?
- Series of FrLv sessions (past, 2015, 2016)
Counter-Counter-Implementation Strategies
- Include articles/excerpts by: Peter Keen; Everett Rogers; Jane Marcus
- TLT Roundtables;
GUURs Good Under-Utilized Resources
Dangerous Discussions - Assessment
Constructive Mutually Respectful Civil Discussion- TRY EXPLORATORY EVENT(S) TO DEVELOP FOLLOWING FURTHER INTO "CHAPTER" IN OUR ANTHOLOGY... OR GIVE UP IF WE FIND WE CAN'T GET ANY FURTHER THAN PREVIOUS EFFORTS
- BEGIN WITH PUBLIC DIALOGUE OF BETH/SALLY TOUCHING FOLLOWING POINTS? ROLE-PLAYING OPPOSING VIEWS
- WHY IT IS SO DIFFICULT TO DISCUSS:
- Opponents believe that Advocates are implying that they already know that the results of the kinds of evaluation they support will show that what we've been doing for years has been wrong;
- Advocates want me to articulate my goals in ways I'm not accustomed to and using language that those whom i respect most don't ever use
- HOW CAN WE FIND SOME "MIDDLE GROUND" FORMULATIONS THAT CAN SUPPORT RESPECTFUL EXCHANGE OF OPPOSING VIEWS
- What aspects of "Assessment" make it so difficult to discuss?
- What aspects of "Assessment" create an Us/Them confrontation?
- How can we reduce fear and mistrust enough to have this mutually respectful conversation?
- What kinds of feedback/evaluation of learning/teaching are useful to whom in what ways?
- How do we learn enough about our participants to structure the discussion effectively?
- Opponents of "Assessment":
- Advocates don't have good examples of success of their methods (better than me and my colleagues);
- Advocates don't measure enough right stuff;
- I don't have enough extra time to waste on this kind of assessment when I don't believe any results will enable me to make any improvements;
- Advocates don't respect the ways in which we are already collecting important feedback and responding to it;
- Advocates of "Assessment"
- What kind of outcomes can we describe that we hope will emerge from this conversation?
- Advocates considering wider range of methods as legitimate and supporting the use of some of these additional methods
- Opponents adapting some of the recommendations of the advocates and using those revised versions without coercion
| The TLT Group helps people in educational institutions to improve teaching and learning by making more appropriate and cost-effective use of information technology without sacrificing what matters most to them. |
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