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From PSYC4P07 Winter 2013: Group 10

Revision as of 20:14, 14 February 2013

Alternatives to Normative Classroom-only Education

Co-Op Programs

Cooperative education at the university level is a mix of classroom and practical learning(GOV). The practical or experiential learning takes place in “work” or “Co-op” terms where the student actually enters the labour force in a related career area.

Background

“Experiential learning is a broad term referring to multiple programs and systems for providing students in educational institutions with work-based applied learning opportunities”(Lee, 2007, p37).

Cooperative programs have been around for a long time. Herman Schneider devised one of the first university co-op programs in 1901. He launched the program at the University of Cincinnati in 1906(wikipedia)

The construction industry is a great example of the evolution of practical learning. According to Kramer (2008) the industry first began promoting individuals to higher positions from within the company(reference). After the 1940s construction specific academic programs began to emerge in various disciplines. Today, a large number of programs that belong to “the Associated Schools of Construction (ASC) are in favor of some type of mandatory construction work experience as part of their undergraduate curriculum”. (KRAMER)

Currently Waterloo University has the single largest post secondary Co-op program in the world. It currently serves over 16500 students across 120 programs. The style of program is incredibly popular and has now spread to over 100 colleges and universities across Canada (WATER).

Why is Co-Op different?

One of co-op educations draws is the ability to make money while in school. Compared to just a ordinary student job you are actually placed in your field of study and and make money. involves both classroom and work learning often takes longer to complete, term schedules are altered focuses on building skills in both class room and work environment

Advantages

What good is an engineer who has never worked as an engineer? This is one of the main problems that the co-op program addresses. Upon graduation you already have related job expierance. This allows you to circumvent the “ 2 year experience dilemma” that many graduates face (CGA).

How much does a year of school cost? Need a way to pay for it? Co-op has that covered. According to Forbes' “Why College Co-Op Programs Totally Rock” for 6 months worth of work an American co-op student can make between $11,000 and $18,000 on average (FORBES). The university of Waterloo pegs that amount between $25,000 and $74,000 over the length of one of their programs (WATER).

Ever heard the old saying 'its not what you know its who you know'? Co-op education gives you a chance to get into your field and meet employers and other employees. It is possible to even be offered a job where ath the company hosting your co-op placement(CGA). Co-op placements can give you an edge when it comes to competing for positions within that company(FORBES).

How many times has something come up in class that makes people think 'when will I ever use this?' or 'how do I apply this to my field'. Co-op programs give students the opportunity to practice what they have learned(GOV).

Technological Integration

Student's using tablets in classroom to facilitate note-taking and learning in class

The integration of technology into the post-secondary education system is a culmination that has been a long time in the making. Ever since the emergence of the internet and portable computers, Universities and College’s have been feeling the demand for integrating these new forms of technology into the way that they educate. Schools such as Harvard and MIT have taken recent steps in the direction of progress, developing a strong surge of online education to the point of creating some classes that are freely available online ^[1]. A little closer to home, UofT’s Mississauga campus has professors that are teaching classes almost entirely online, even to the point of “at least two classes, ... students get together through their avatars”^[2]without ever having to step foot inside the classroom. These online courses, perhaps not to this extent, are being more and more common in the ever changing makeup of higher education, as well as the integration of less extreme forms of technological integration. Some schools have integrated tablet technology into their classes^[3], most schools across Canada engage in some form of digital integration during their class lectures, whether this be through the form of lecture notes being posted on student accessible school servers, or even online lectures posted by professors for students to access from the comfort of their own home. Whatever way you choose to look at it, technology has become inextricably intertwined within our education system, and is forever changing the way we look at education and how we learn.

Student's Perspectives

The current generation that is matriculating through the post-secondary education system is a generation that has grown up during the emergence of this technological age and witnessed the transformation into this digital world that has developed around them. For most of these students, the true emergence of this transformation into their education began in University. One particular study in the UK looked at student’s response to an increase in the amount of online material that was available for their classes, which were newly combining online lecture material with in-class discourse. The response from these students was an overwhelming success, the majority of which truly appreciating the online availability of course material which allowed them to increase their chances of understanding course material by reviewing it before it was discussed in class ^[4]. Also, students found that reviewing material online before class helped them focus more during class time, one student saying “I didn’t have to panic about writing it all down and was therefore able to listen more”^[4] which quite aptly summarizes the majority of students opinions in regards to online course material. One key emphasis that almost all students made, however, is that this online resource was an excellent supplement to their education, but should not replace their in-class lectures, a sentiment that has changed quite dramatically amongst students since this study was published about the 1999/2000 school year.

Teacher's Perspectives

While it is important to look at student perspectives on technological integration into the classroom setting, ultimately it is up to the Faculty at large to decide if these advances will be integrated, and if so to what extent. There seem to be two obvious camps in this debate, those who believe in using the technology and those who do not, with many factors affecting where each faculty member falls, one of which is their level of expertise with technology. One article reported that when asked “fewer than 40% of the faculty population self reported that they had good to expert knowledge of or experience with instructional technology.”.^[5] This illustrates that while these individuals may not be against this technological reformation, they are resistant purely because of lack of education. This same study found “a positive correlation between adoption (of technology) status and four sources of training” (cite), meaning that as long as individuals were trained properly on how to use and integrate this technology, they were more likely to do so. Another study found that 72% of instructors surveyed listed success with other technologies as their main reasons for integrating technology into their courses.^[6] A very helpful resource was developed by Newlin and Wang at the University of Central Florida to help faculty members integrate technology into their educational programs through core principles of traditional University undergraduate education^[7]:

1. Encourage Contact Between Students and Faculty
2. Develop Reciprocity and Cooperation Among Students
3. Use Active Learning Techniques
4. Give Prompt Feedback
5. Emphasize Time-on-Task
6. Communicate High Expectations
7. Respect Diverse Talents and Ways of Learning

One important distinction that many teachers made throughout research, much like that of their student counterparts, is that technology should be used as a tool, not a replacement, the teachers adding that “adoption of technology would not improve poor teaching skills”.^[5]

Hybrid Programs

Notes and References

1. ↑ Morgan, M. C. (2012). An online opportunity for Canadian universities. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/commentary/an-online-opportunity-for-canadian-universities/article4186697/
2. ↑ Rockel, N. (2012). Chips and apps: How emerging tech will change education. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/news/national/education/canadian-university-report/chips-and-apps-how-emerging-tech-will-change-education/article4620464/
3. ↑ Mang, C. F., & Wardley, L. J. (2012). Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes. Journal of Information Technology Education, 11.
4. ↑ ^{4.0 4.1} Saunders, G., & Klemming, F. (2003). Integrating technology into a traditional learning environment: Reasons for and risks for success.Active Learning In Higher Education, 4(1), 74-86. doi:10.1177/1469787403004001006
5. ↑ ^{5.0 5.1} Berryhill, A., & Durrington, V. A. (2009). Instructional Technology Investments in Higher Education: Are Faculty Using the Technology?.College & University Media Review, 15(1), 25-45.
6. ↑ Osika, E., Johnson, R. Y., & Buteau, R. (2009). Factors Influencing Faculty Use of Technology in Online Instruction: A Case Study.Online Journal Of Distance Learning Administration, 12(1), 7.
7. ↑ Newlin, M., & Wang, A. (n.d). Integrating technology and pedagogy: Web instruction and seven principles of undergraduate education.Teaching Of Psychology, 29(4), 325-330.

Additional References

Diop, C., & Updike, C. (2010). Teaching with Technology = Teamwork. Visual Resources Association Bulletin, 37(3), 30-34.

MacKinnon, G. R. (2007). A Decade of Laptop Computers: The Impact on the Pedagogy of University Faculty. Journal Of Instruction Delivery Systems, 21(3), 7-20.

Pagliaro, J. (2009). How IT is helping educators engage students in new ways. Maclean’s.ca. Retrieved from http://oncampus.macleans.ca/education/2009/11/13/networking-u/

Rogers, D. L. (2000). A paradigm shift: Technology integration for higher education in the new millennium. AACE Journal, 1(13), 19-33.