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The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
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Engaging Students in an Age of Disengagement
Ken Ronkowitz
Dis/Engagement Research
Social Media Engagement
Design Tools
Student Expectations
MOOC
en·gage /enˈgāj/ verb
To occupy, attract, or involve (someone's interest or attention); Cause someone to become involved (in a conversation or discussion)
Gallup: As students age, they disengage
Explanations for the burn out:- focus on standardized testing- standardized curricula - lack of experiential and project-based learning- lack of pathways for students who do not want to go on to college
Gallup’s research suggests that America’s current public system of education & workforce preparation falls short of college and career readiness targets. Only 3% of Americans “strongly agree” that today’s high school dropout is ready for the working world.With a high school diploma, that number only increases to 4%. And in colleges…
Phi Delta Kappa/Gallup Poll : Public Attitudes Toward the Public Schools
Beginning College Survey of Student Engagement and the Faculty Survey of Student Engagement 2012
• First-year college students spent an average of 15 hours per week preparing for class; seniors averaged 15.5 hours. – Those earning grades of A or A- studied about 4 hours more
per week compared to their first-year peers with grades of C+ or lower.
• In most fields, full-time seniors devoted about one to two hours less to class preparation than faculty expected.
• When asked how much they believe students actually study, faculty estimates in all fields fell short of student accounts by five to eight hours per week.
• On average, distance education students spent about one hour more per week preparing for class than their on-campus counterparts.
• Attitudes toward seeing benefits from college were comparable regardless of how engaged students had been in high school.
• Job opportunities were cited by the majority of seniors among the factors motivating their choice of major, but this varied by racial/ethnic background and field of study. – Seniors majoring in science, technology, engineering,
and math were more likely than others to cite job opportunities as a motivating factor.
And at work…
Gallup Daily tracking series conducted since 2010 to explore American workers' engagement levels shows majority of American workers not engaged in their jobs
• Highly educated and middle-aged employees among the least likely to be engaged
• 71% of American workers are "not engaged" or "actively disengaged" in their work
Faculty are employees too, so…
And yet…
?
The Social Media Funnel
Action
TrustEngage
Social Media Engagement Inequality
Source: Jakob Nielsen http://www.useit.com/alertbox/participation_inequality.html
MOOC?
MASSIVE
http://www.flickr.com/photos/neosnaps/2596044654/sizes/o/in/photostream/
OPEN
ONLINE
COURSE
www.canvas.net
MOOC Engagement Inequality
90% read content but complete < 2 assignments/tests
10-15% complete coursework & are engaged in discussions
Do we need to redefine “lurkers” and engagement in the MOOC environment?
Disruption: MOOC Massive Open Online Courses have been getting substantial recent
attention. But future histories of education will likely only note them as a harbinger of change or transitional step into an educational model that is organized around learning.
In most cases, MOOCs operate on a grand scale but use a traditional format in which a faculty member (or two) is responsible for most aspects of course design, delivery, and assessment. (known as xMOOC)
The real threat to traditional higher education embraces a more radical vision that removes faculty from the organizational center and uses cognitive science to organize the learning around the learner. And such models exist now.
www.insidehighered.com/views/2013/04/15/essay-how-technology-and-new-ways-teaching-could-upend-colleges-traditional-models
design tools
for ENGAGEMENT
What knowledge and
content is shareable
and/or open to input?
1
Determine appropriate
online spaces and channels
Assess unique attributes and culture of each social media
space
2
Develop participation opportunities
3
Designing Online Engagement – Social Media
Create an engagement
calendarAdaptable to education?
6 learning designs that encourage engagement
Begin with objectives, goals, desired results (more under TOOLS)
Beginning with the end - backwards design
1
backwards design can be helpful for technology adoption
project-based learningproblem-based learning
team-based learning
2
real-world assignments
challenges
http://flickr.com/photos/ilker/2493908947/
3
A focus on problem solving
http://flickr.com/photos/nataliejohnson/237529176/
4
inquiry
5
a studio environment
6
National Programs
NGTM.net Since 1969, faculty seminars for a rational analysis of instructional problems and to develop realistic, creative approaches and solutions that address those specific problems.For example:
moving F2F classes hybrid online MOOC
Bill & Melinda Gates Foundation
• Completion by Design works with community colleges in 5 states to increase completion and graduation rates for low-income students under 26 years old.
• The Next Generation Learning Challenges provides investment capital to technologists, institutions, educators, and entrepreneurs to bring promising technology solutions to pre-college students for college and career readiness through college and secondary school partnerships.
www.20mm.org
To grow access and success by eliminating unnecessary hurdles to affordability in higher education and positively disrupt a system that hasn't seen significant evolution for decades, a system that has yet to fully leverage the efficiency, interactivity, or scalability of the digital age.Example: Open textbooks
tools tech & teacher
At its best, curriculum drives technology use
Not curriculum driven by technology
Embedded technology
Wikis for collaborationBlogs for real audiencesClickers for interactionGoogle (Apps, Plus, Hangouts) and Social Networks for all of the above
Teachers embracing digital toolsIn (and out) of the classroom
http:
//fli
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Less C More NIn curriculum design by teachers…
Teachers providing a global audience
And connected (networked) learning
teachers as facilitators of learning
providing authentic (real world) assessments
and, when possible, a customized learning experience (not out of the publisher’s box)
http:
//w
ww
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hoto
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mobile As tool of engagement rather than method of disengagement
F2F , Online, HybridHow do the tools vary?
Student [employer?]
Expectations
based on a technology rich lifestyle
http://flickr.com/photos/paulm/1584418819/
always on
http://flickr.com/photos/stuckincustoms/497814516/
And these expectations tend to overlap others
alwaysconnected
http://flickr.com/photos/crash-candy/2347430057/
global collaboration and
http://flickr.com/photos/pingnews/491430005/in/photostream/
an authentic audience (beyond faculty & classmates)
http:
//fli
ckr.c
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hoto
s/th
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haw
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interaction is expectedfaculty:student student:student student:world
http://www.flickr.com/photos/cwalker71/2637125074
Social learning elements
http://flickr.com/photos/nattu/895220635/
customizable learning experiences
http:
//fli
ckr.c
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hoto
s/bl
ackb
utter
fly/3
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Individualized instruction versus learning options
Continual feedback
versus instant feedback
http:
//w
ww
.flic
kr.c
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hoto
s/sh
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http://flickr.com/photos/oberazzi/318946369/
And so…• Can educators hijack social media
engagement design and tools for academic engagement?
• Can we meet studentexpectations within academic objectives?
• Can we (re)design curriculum using pedagogy that encourages engagement?
• How does engagement differ F2F, online, in hybridand MOOC settings.
Ken Ronkowitz
ronkowitz.com@ronkowitz on Twitter
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