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FO&D Spring Institute Tech-Savvy Teaching: Melding In- Class and Online Pedagogies Andy Saltarelli ([email protected]) & Patti Banyas ([email protected]) Virtual University Design and Technology | vudat.msu.edu

Backwards Design & Melding In-Class and Online Pedagogies

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Page 1: Backwards Design & Melding In-Class and Online Pedagogies

FO&D Spring InstituteTech-Savvy Teaching: Melding In-Class and

Online Pedagogies

Andy Saltarelli ([email protected]) & Patti Banyas ([email protected])Virtual University Design and Technology | vudat.msu.edu

Page 2: Backwards Design & Melding In-Class and Online Pedagogies

Objectives

1) Get to know who we are and what resources/services are available through our office.

2) Get to know who you are.3) Follow the arrow…

Page 3: Backwards Design & Melding In-Class and Online Pedagogies

Welcome to vuDAT

Administrators Producers

Artists and Web Programmers

Programmers/Server Admins

Student Media Developers

Page 4: Backwards Design & Melding In-Class and Online Pedagogies

What about you?

• Please introduce yourself and what course(s) will you be applying these “tech-savvy” methods to?

• For you personally, what is the best thing about teaching in higher ed right now?

• What is the most challenging thing?

Page 5: Backwards Design & Melding In-Class and Online Pedagogies

What about you? – Tool Time

Page 6: Backwards Design & Melding In-Class and Online Pedagogies

Our Philosophy

• Integrating instructional technologies in and out of class must start with authentic pedagogical “problems”.

• If not, they become solutions in search of a problem… techno-centrism

Page 7: Backwards Design & Melding In-Class and Online Pedagogies

Our Philosophy

• And there are a lot of solutions…

Page 8: Backwards Design & Melding In-Class and Online Pedagogies

Our Philosophy• That are constantly changing.

http://www.go2web20.net/

Page 9: Backwards Design & Melding In-Class and Online Pedagogies

Our Philosophy

• And here

Page 10: Backwards Design & Melding In-Class and Online Pedagogies

Our Philosophy

• Which is why we start here

Page 11: Backwards Design & Melding In-Class and Online Pedagogies

Before we get too far…

Page 12: Backwards Design & Melding In-Class and Online Pedagogies

And Begin with the End in Mind

Backwards Design (Wiggins & McTighe, 2005)

• Identify desired results (learning outcomes)

• “What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?” (Wiggins and McTighe 2005).

Some Material UseD with Permission of the Faculty Center for Innovative Teaching, Central Michigan University

Page 13: Backwards Design & Melding In-Class and Online Pedagogies

What’s the Big Idea?

• Designing Around Big Ideas (aka essential questions)– Have enduring value beyond the classroom – Points to ideas at the heart of expert

understanding– Makes meaning obvious to the learner– Helps prioritize learning

Page 14: Backwards Design & Melding In-Class and Online Pedagogies

Now Let’s Define Reality

• Students are not attentive to what is being said in a lecture 40% of the time.

• Students retain 70% of the information in the 1st 10 minutes of a lecture but only 20% in the last 10 minutes.

• 4 months after taking an introductory psychology course, students know only 8% more than students who had never taken the course.

(Meyers and Jones, 1993)

Page 15: Backwards Design & Melding In-Class and Online Pedagogies

What’s the Big Idea?

Page 16: Backwards Design & Melding In-Class and Online Pedagogies

What’s the Big Idea?

Worth being familiar with

Important to know & do

Big Ideas & Core Tasks

All the disciplinary content we have to leave out for now…

Page 17: Backwards Design & Melding In-Class and Online Pedagogies

What’s the Big Idea?

Page 18: Backwards Design & Melding In-Class and Online Pedagogies

So Let’s Work Backward…

• Designing Around Big Ideas (aka essential questions)– Have enduring value beyond the classroom – Points to ideas at the heart of expert

understanding– Makes meaning obvious to the learner– Helps prioritize learning

Page 19: Backwards Design & Melding In-Class and Online Pedagogies

And Get Started!

Page 20: Backwards Design & Melding In-Class and Online Pedagogies

Concept Mapping the Big Ideas

Page 21: Backwards Design & Melding In-Class and Online Pedagogies

Now It’s Your Turn

• Take the “big ideas” for your course that you have developed and think about the secondary concepts that are necessary to support these big ideas.

• Think about and draw the connections between big ideas and secondary concepts?

• What learning activities will best help students make these essential connections?

• Add to your brainstorming, refine.• Create draft of concept map for course.

Page 22: Backwards Design & Melding In-Class and Online Pedagogies

Let’s Talk Tools

• Wonderfully Low Tech – http://BigSticky+Marker.you

Page 23: Backwards Design & Melding In-Class and Online Pedagogies

Let’s Talk Tools

• Semi-Low Tech – Smart Art (Microsoft Office products)

Page 24: Backwards Design & Melding In-Class and Online Pedagogies

Let’s Talk Tools

• Sort of Low Tech - cmap.imhc.us

Page 25: Backwards Design & Melding In-Class and Online Pedagogies

Let’s Talk Tools

• Web-Based Tools– www.mindomo.com

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Let’s Talk Tools

• Web-Based Tools– www.popplet.com

Page 27: Backwards Design & Melding In-Class and Online Pedagogies

Let’s Talk Tools

• Web-Based Tools– www.prezi.com