APRIL ORLANDO, FL & ONLINE. Le$cia Pagan, PhD

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APRIL 28-30 | ORLANDO, FL & ONLINE

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#pearsoncite

Dr. Leticia Pagan, PhD

Polytechnic University of Puerto Rico lepagan@pupr.edu

leticiapagan@yahoo.com

Dr. Pagan is professor, business consultant, and content designer. She is recipient of the Massachuse;s So<ware Council’s Above and Beyond Award for her

outstanding eﬀort to enhance educa$on through technology. She also received the Stephen Coltrin Award for Excellence in Electronic Media Educa$on from the

Interna$onal Radio and Television Society. She has published and presented academic papers in many conferences in the United States, Spain, Great Britain, and Puerto Rico.

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#pearsoncite @speakerhandle

CITE 2015 Par$cipants, a<er a;ending this presenta$on

will be able to:

-‐  Evaluate issues related to diversity and globaliza$on in

the United States

-‐ Understand professors’ needs of training and

professional development for the “Global Online Learning

Ecosystem”

-‐  Analyze challenges and future scenarios for online

learning: MOOCs, Interna$onal Alliances, Virtual

Universi$es, and …

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DISCUSSION TOPICS

•  Technology in the Classroom

•  Diversity and Globalization in Online Learning

Environments

•  The Global Online Learning Ecosystem

•  Model of Faculty Development for Online and

Web-based Environments

•  Strategies for Planning, Teaching, and

Assessment in the Global Online Learning

Ecosystem

•  The Future: MOOCs, International Alliances, and

Virtual Universities

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About Technology in

Classrooms…

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We are surrounded by informa$on technology in our daily lives. Mobile devices have changed the way we use technology in the beginning of this century, the same way

personal computers changed our lives in the last two decades of the 20th_{century.
In}

educa$on at all grade levels, this is also true.

(Pagan, 2014)

Global ICT develop

ments:

In 2014, 3 billion pe

ople will be using

the Internet and the mobi

le-‐cellular

market, with 7 billi

on subscrip$ons,

is reaching satura$

on _{(ITU,
201}5)

In the United _{States
half
of}

the total Internet use

rs popula$on o_f

242 million pe

ople accessed _the

Internet using_{cell
phone}

s in 2012.

(Laudon and L_{audon,
2014)}

Online learning trends show that informa$on and communica$on technologies (ICTs) are changing our classrooms at all levels. [During the past decade] most professors in colleges and universi$es across the na$on have access to computers and the Internet and most of them are using technology in their regular academic ac$vi$es.

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Internet Users and Mobile Telephone

Subscriptions in the United States

0 50,000,000 100,000,000 150,000,000 200,000,000 250,000,000 300,000,000 350,000,000 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Mobile-‐Cellular Telephone Subscrip4ons in the United States 2000-‐ 2013 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Internet Users in the United States

2000-‐2013 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 (ITU,2015)

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European American, 190,353, 65% African American , 35,140, 12% Hispanic, 46,402, 16% Other, 20,338, 7% (NCES, 2011) ETHNICITY 49% 51%

GENDER Male Female

(NCES, 2011)

Individuals using the Internet at Any Loca4on in the United States 2010 (in thousands)

3 and 4 3% 5 to 9 7% 10 to 14 7% 15 to 19 7% 20 to 24 7% 25 to 29 7% 30 to 39 14% 40 to 49 15% 50 to 59 14% 60 to 69 10% 70 or older 9% Age (NCES, 2011)

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About the Global Online Learning

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Global Online Learning Ecosystem

e-‐ Students

e-‐ Counseling Innova4on in Educa4on Innova4on in Technology

Online Lea_rning Experts

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About Diversity and Globalization in

Online Learning Environments…

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Diversity

• Ethnicity

• Cultural Iden$ty

• Language

-‐ Home

-‐ Academic

• Disabili$es

• Age

• Gender

• Socio-‐economics

• Other criteria

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European American 58% African American 14% Hispanic 14% Asian 6% Paciﬁc Islander 0.03% Alaska Na$ve American Indian 1%

Two or more Ethnic Groups

3% Nonresident alien _4%

The Condi4on of Educa4on: United States

Student Enrollment by Ethnicity Fall 2012

The Condi4on of Educa4on: United States

Faculty by Ethnicity 2011

European American, 74% African American 5% Hispanic 4% Asian/Paciﬁc Islander 9% American Indian/ Alaska Na$ve 1%

Two or more races 1% Race/ ethnicity unknown 2% Non-‐resident alien 4%

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The Condi4on of Educa4on 2002: United

States Faculty by Etnicity in 1999 The Condi4on of Educa4on: United States _{Faculty
by
Ethnicity
in
2011}

European American, 563,689, 74.0% African American 5.5% Hispanic, 31,331, 4.1% Asian/Paciﬁc Islander, 66,887, 8.8% American Indian/ Alaska Na$ve, 3,529, 0.5%

Two or more races, 4,121, 0.5% Race/ ethnicity unknown, 17,000, 2.2% Non-‐resident alien 4.4% Eurppean American, 83,9006, 82% Hispanic 3.0% Asian/Paciﬁc Islander 4.8% American Indian/ Alaska Na$ve 0.4% Race/ ethnicity unknown, 41,986, 4.1% Non-‐resident alien 0.9%

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In 1990, Americans claimed membership in nearly 300

races or ethnic groups and 600 American Indian

tribes, where La$no/Hispanics claimed 70 categories

of their own.

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About the Model of Faculty Development

for Online and Web-Based Learning

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Do you have a co-‐worker from another country?

Do you have a friend from another country? Do you have a neighbor from another country? Do you have a student from another country?

Do you know your friend’s (from another country) last name?

Do you know how to pronounce your interna$onal student’s name and last name?

Do you know from what country of Asia, La$n America Africa, Europe your new neighbor is?

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Diversity: Students, Professors, and

Educational Institutions

American universi9es are a:rac9ng an increasing number of interna9onal

students, among other reasons, for the richness they oﬀer to their learning

communi9es. (Pagan, 2004)

The presence of these diverse students for faculty in American colleges and universi$es may offer both opportuni$es and challenges, which range from language and communica$on through social interac$on, cultural effects on learning styles, technology-‐based difficul$es and lack of accultura$on to gender roles and teacher/ student expecta$ons. (Pagan, 2005)

… an expanding global middle class and growing young adult popula$ons are increasing the demand for higher educa$on in the developing world, especially in key areas of research and voca$onal study. But as technology expands access worldwide, online ins$tu$ons, open-‐source classrooms and virtual campuses will compete with tradi$onal structures. (The Economist Intelligence Unit, 2014)

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This model proposes that professors in web-‐based and online

learning environments should be trained to teach diverse

students in a variety of ways including technology, depending on

the students’ needs , the students’ funds of knowledge, the

students’ learning styles, as well as their level of English literacy.

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! ! ! ! ! ! ! ! ! Faculty( Development* Programs(Guided( Toward''Specific' Institution’s" Needs Faculty( Development* Programs(and( Processes Professor’s" Cultural' Beliefs'and' Values' Professor’s" Training'in' Content& Knowledge Professor’s" Technology* Training Teaching)for) Excellence! Students’ Satisfaction* and$ Learning Professor’s" Reflection* and$ Introspection Teaching)for) Diversity) Awareness!and! Understanding Faculty( Professional+ Growth' (Tenure&and& Promotion) Faculty( Satisfaction Professor’s" Continuance*and* Preservation+of+Old! Teaching)Practices) Practices Professor’s" Development*and* Application*of*New! Teaching)Practices)for) Diversity Is#there#a#need# for$Teaching$for$ Diversity? ! Model!of!Faculty!Development!in!Higher!Education!for!Diversity!! ©!Pagan,!L.,!2015! (Pagan, 2004; Pagan 2015)

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Multicultural self-reflection and introspection

fundamental questions

! Awareness!and! Affective!Teaching! ! How$do$I$teach?$ My!cultural!and!social! values! ! Who$am$I$?$ $ Transpose!teacher’s! worldviews,!values! and!behavior!into! teaching! ! Why$do$I$teach?$ ! !Who!am!I!?! How!do!I!

teach?! !Why!do!I!teach?!

©Pagan, 2015

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Visual Representation of Intercultural

Sensitivity Stages of Personal Growth

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UCLA Chancellor Gene Block was a strong proponent of such diversity classes, saying they would help prepare students to live and work in a mul$-‐cultural society

Gordon, L. , October 31, 2014, Los Angeles Times Faculty members at the college, which enrolls about 85 percent of UCLA’s undergraduates, approved the requirement by a vote of 332 to 303, with 24 blank ballots. It will aﬀect incoming freshmen in the fall of 2015 and transfer students in 2017.

DeSan$s, N. , The Chronicle of Higher Educa$on, November 3, 2014

UCLA Faculty Members Approve Diversity-‐Course Requirement

Harvard U. Shows Progress in Diversifying Its Faculty

UCLA faculty approves diversity class requirement

The number of female and minority professors at Harvard University is at all-‐$me high, according to the 2009 annual report of the ins$tu$on’s Oﬃce of Faculty Development and Diversity.

Williams June, A. , November 12, 2009, The Chronicle of Higher Educa$on

Report shows slow but steady increase in faculty diversity

The number of racial or ethnic minori$es who are members of Penn’s standing faculty increased by 2.2 percent from 2009 to 2012, with some schools lagging behind, according to Tuesday’s report on minority equity,

published in the Penn Almanac.

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Teaching Practices and Strategies for

Diverse Students in Online and

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Online Assessments

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LEARNING

ASSESSMENT

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ü 

Plan – Dra<

ü 

Outline

ü 

Create

ü 

Construct

ü 

Write

ü 

Rewrite

ü 

Review

Descriptive

Persuasive

Expository

Narrative

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The following illustra$on describes Kaplan’s research conclusions a<er analyzed hundreds of expository composi$ons wri;en in English by foreign students whose ﬁrst languages included Arabic, Chinese, Korean, and Spanish to evaluate how their paragraphs were organized. ( Kaplan, 1988 ; Gadda, 1994, p.44)

Gadda (1994) also studied “contras$ve rhetoric” to examine the wri$ngs in English from individuals schooled in other countries. (Gadda, 1994, p.44)

! English! ! ! ! Semitic! ! ! ! Oriental! ! ! ! (Kaplan,!1966,!p.15;!Gadda,!1994,!p.44)! Romance! ! ! ! Russian! ! ! !

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About The Future: MOOCs,

International Alliances, and Virtual

Universities

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The Future…

MOOCs

?

Interna$on

_al

Alliances?

Virtual

Universi$es?

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Online En

rollments

Grow Ag

ain, Thou

gh Many

Colleges A

re

Undecide

d on MOO

Cs.

(The Chr

onicle of Hi

gher educ

a$on, 201

4)

Students Rush to Web Classes,

_{but
Proﬁts
May
be
Much
Late}

r.

(Lewin, T. , The New York

_{Times,
2013)}

Professors Know About High-‐Tech Teaching Methods, but

Few Use Them.

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List of References*

• Available at request

lepagan@pupr.edu

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School of Management and Entrepreneurship

Graduate Program

Polytechnic University of Puerto Rico

P. O. Box 192017 San Juan, PR 00919-2079 lepagan@pupr.edu

Dr. Leticia Pagan, Ph.D

.

Ques$ons ?

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Thank You !

!