Sustaining appropriate technology enhanced learning in STEM disciplines

Abstract

The focus of this paper is on our collective experience in a Technology Enhanced Learning (TEL) project with the shared goals of promoting faculty development and encouraging the use of TEL solutions in STEM disciplines at the University of Wisconsin-Madison. Specifically, we will discuss the implementation strategies and results from a collaborative TEL project in light of the key instructional motivators and entry points for faculty within our organizational context and culture. The initial TEL project in the College of Engineering (CoE) funded the development of a math editor tool; while the initial TEL Institute for Cross-College Biology Education (ICBE) project developed a tool to facilitate giving feedback to students. Both tools were created within the open source course management system (CMS), Moodle. Using an open-source CMS provided opportunities to move beyond the fundamental requirements of a CMS, and create a place for faculty and students to connect, interact and engage using a variety of teaching and learning techniques In this paper we describe the implementation and evaluation approaches currently underway by the CoE, College of Agricultural and Life Sciences (CALS), and the ICBE components of a collaborative 2009-2010 TEL project. Briefly, the ICBE component was to build upon the Feedback Manager module developed under the previous ICBE TEL grant with the desired outcomes of further adoption and development of the tool, continued faculty input, and assessment of the impact of the tool. The TEL CoE/CALS component focused on scaling up the use of Moodle known as Engineering Courses on the Web version 2 (eCOW2) within the CoE and CALS at an enterprise level with a surge of faculty support and technical assistance to further adopt the available tools in Moodle and integrate effective instructional design and delivery principles to positively affect student learning. Discussion of the two implementation approaches will provide a comparison of the similarities and differences, in approach, context for use, challenges and opportunities in leading to faculty adoption and development of tools and pedagogical practices. © American Society for Engineering Education, 2010.