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Funding provided by
Qualcomm’s Institute for Innovation and Educational Success
Digital-Age Literacy
Inventive Thinking
Basic, Scientific, Economic
and Technological Literacies
Adaptability, Managing
Complexity and Self-Direction
Visual and Information Literacies
Curiosity, Creativity and Risk
Taking
Multicultural Literacy and Global
Awareness
Higher-Order Thinking and Sound
Reasoning
21st Century Learning
Effective Communication
High Productivity
Teaming, Collaboration and
Interpersonal Skills
Prioritizing, Planning and
Managing for Results
Personal, Social and Civic
Responsibility
Effective Use of Real-World Tools
Interactive Communication
Ability to Produce Relevant, HighQuality Products
Academic Achievement
Academic Achievement
Academic Achievement
Academic Achievement
Academic Achievement
Digital-Age Literacy
Economics 101
Computer Science 596
Multicultural Literacy and Global
Awareness
Visual and Information Literacies
English & Comparative
Literature 533
Rhetoric & Writing
100, 200
Chemistry 200
Example Course:
African Studies 170
Afro-American History
Multicultural Literacy
Technical Literacy
Visual and Information
Literacy
Chicano/a Studies 141
Natural Science 100
African Studies 170
General Studies 100
Academic Achievement
Academic Achievement
Academic Achievement
Basic, Scientific, Economic and
Technological Literacies
Courses
Academic Achievement
Courses
Chicano/a Studies 111A Oral
Communication
Interpersonal Skills
Interactive Communication
21st
Information and
Decisions Systems 290,
396W
Linguistics 420
Child and Family
Development 135
Rhetoric & Writing 305
Century Learning
Women’s Studies 340
Effective Communication
Teaming, Collaboration and
Interpersonal Skills
Personal, Social and Civic
Responsibility
General Studies 260
ABC
Chicano/a Studies 111A
Recreation 304
Journalism 300
Interactive Communication
Academic Achievement
Academic Achievement
Academic Achievement
Example Course:
Digital-Age Literacy
Courses
Inventive Thinking
Geology
100 Economic
Basic, Scientific,
and Technological Literacies
Adaptability, Managing
Complexity and Self-Direction
Visual
and Information Literacies
Communication
408
Curiosity, Creativity and Risk
Taking
Biology 100
Rhetoric and Writing
Multicultural Literacy and Global
503 Awareness
Higher-Order Thinking and Sound
Reasoning
Recreation 404
Sociology 32021st
Century Learning
Example Course:
Homeland
Security 601
Effective
Communication
Linguistics 550
Biology 100/RWS100
High Productivity
General Bio/Rhetoric of
Written Argument
Teaming, Collaboration and
Interpersonal
Skills
Philosophy
102
Prioritizing, Planning and
Managing
for Results
Managing
Complexity
Rhetoric
& Writing
Personal, Social
and Civic601
Curiosity
Effective Use of Real-World
Higher-Order
ThinkingTools
&
Reasoning
Responsibility
Computer Science 440
Interactive Communication
Ability to Produce Relevant, HighQuality Products
Academic Achievement
Academic Achievement
Academic Achievement
Academic Achievement
Academic Achievement
Digital-Age Literacy
Courses
Philosophy
413
Basic, Scientific,
Economic
Visual and Information Literacies
Civil Engineering 101
Multicultural Literacy and Global
Rhetoric
& Writing 305
Awareness
& 511
Communication 355
21st Century
Television and Film
Effective
Communication
160
Chicano/a
Studiesand
200
Teaming, Collaboration
Interpersonal Skills
Psychology 101
Personal, Social and Civic
History
400W
Responsibility
Interactive Communication
Adaptability, Managing
History
400W
Seminar
Complexity
and Self-Direction
in the Historiography
Curiosity,
Creativity and Risk
of Witchcraft
Taking
Effective Use of Real
Higher-Order
World
ToolsThinking and Sound
Reasoning
Produce Relevant,
High Quality Products
Learning
High Productivity
Prioritizing, Planning and
Managing for Results
Effective Use of Real-World Tools
Ability to Produce Relevant, HighQuality Products
Academic Achievement
Academic Achievement
Academic Achievement
and Technological Literacies
Information Decision
Systems 396
Inventive Thinking
Example Course:
History 400W: Create a Wikipedia Entry on
Witchcraft
•Little to no representation of existing scholarly debate
•Unbalanced coverage (focused on Britain, with little attention to other examples elsewhere)
•Very limited references
•No examples
•Few good external links
Slide by Beth Pollard
Faculty
Fellows’ Experiences
Digital-Age Literacy
Inventive Thinking
“I recommend the fellowship because it is
Visual and Information Literacies
a great opportunity to reconsider teaching and learning
in the company of other educators and resource people.
Great opportunity.”
Multicultural Literacy and Global
Awareness
Adaptability, Managing
Complexity and Self-Direction
30,453
Curiosity, Creativity and Risk
Taking
Students
“Thank you, it was a great experience.
I have made some adjustments based on feedback
I received last semester
and am looking forward to implementing
them this
semester.”
Higher-Order Thinking
and
Sound
Reasoning
21st Century Learning
“I was very pleased with the entire process.
I especially liked the open houses.
THANKS!!!!”
Effective Communication
High Productivity
“Very happy to have had the opportunity
and support to make it happen. Thanks.”
Teaming, Collaboration and
Interpersonal Skills
Prioritizing, Planning and
Managing for Results
Personal, Social and Civic
Responsibility
Effective Use of Real-World Tools
Interactive Communication
Academic Achievement
Academic Achievement
Basic, Scientific, Economic
and Technological Literacies
Ability to Produce Relevant, HighQuality Products
Academic Achievement
Students’ Experiences
Inventive Thinking
Digital-Age Literacy
“The blogging increased my participation
and Information
Literacies
in the class andVisual
my interaction
with the other
students.
I think we should’ve used the blogs
a lot more during the semester.”
Multicultural Literacy and Global
Awareness
Adaptability, Managing
Complexity and Self-Direction
30,453
Curiosity, Creativity and Risk
Taking
Students
“This project helped me better understand
how to break the articles down and
organize the material to better understand it“
Higher-Order Thinking and Sound
Reasoning
21st Century Learning
Effective Communication
“The thing I liked best about Wikipedia
assignment was that I got to have my
scholarship on a subject on the internet
Collaboration
forTeaming,
everyone to
learn from. and
Skills
Since it Interpersonal
was written by me
I
knew that it would be as objective as
possible since this is what historians
Personal,
Social and Civic
try to do.”
Responsibility
Interactive Communication
Academic Achievement
Academic Achievement
Basic, Scientific, Economic
and Technological Literacies
High Productivity
“It makes students think about a similar idea
in several ways (researching characters,
Prioritizing,
Planning
andand thoughts of
understanding
the ideas
those
people
when
putting
Managing for Results those thoughts
together in the dialogue, and finally acting
out their characters creates a personal
understanding
of those
people).”
Effective Use
of Real-World
Tools
Ability to Produce Relevant, HighQuality Products
Academic Achievement
Current and Future Directions
• The 2007/2008 faculty cohort will work for 1-3
semesters to re-design their high enrollment
courses to
• Utilize and maximize the NCREL 21st century skills
student learning outcome approach
• Incorporate a developmental iterative model to design a
blended teaching approach (combining face to face and
online instruction emphasizing computer based
technologies)
• Create small faculty learning communities to facilitate
peer support, learning from common experience that
leads to improved learning outcomes.
Current and Future Directions
• Follow a strategic plan that focuses on faculty development and a
process that can be supported and sustained through current and
developing institutional support infrastructures.
• Maintain close working relationships with our partners, to take
advantage of several CSU system-wide initiatives as well as other
funding venues.
• With funding from the CSU Transforming Course Design Initiative
we are working with our partners to create a formative evaluation
framework to facilitate development of blended and hybrid
courses.
• Continue to evaluate/assess/monitor progress of former and
current pICT fellows
• Seek other funding sources and continue to submit and present
aspects of our projects at appropriate academic conference and
journal venues
Institutional Impacts:
2005-2009
• 55 faculty fellows have participated in pICT
faculty development.
• At least 82 “high impact” courses will be
modified.
• 25 disciplines or majors are represented.
• By the end of 2009, over 45,000 “student
exposures” to 21st century skill sets will have
occurred.
Beyond Institutional Impacts
• SDSU’s PICT program has provided a model of
course re-design for the CSU system and a new CSU
initiative oncourse re-design.
• The CSU Chancellor’s Office has retained the PICT
Assistant Director as a consultant for a system-wide
“Transforming Course Design Initiative.”
• Dr. Mark Laumakis, a first cohort PICT fellow,has
received national attention for his extensive course
re-design of Psychology 101.
• Presentations of PICT results include both national
and international professional venues.