Teaching in the Age of Participation: OTC 2011

Teaching in the Age of ParticipationMichelle Pacansky-Brock @brocansky

image credit: Laurie Burruss

Teaching in the Age of Participation

Tuesday, June 21, 2011

MAKE IT SOCIAL!

#OTC11


DISRUPTIVE INNOVATION

“At first [online learning] was most often used for distance learning. Increasingly, however, online learning is being implemented in brick-and-mortar schools in what is called blended learning; the content is becoming more and more robust for individual learners so that it motivates students to engage in deeper learning, and the communication technology is enhancing the ability of teachers and students to interact.” (emphasis added)

ONLINE LEARNING IS A

Clayton M. Christensen,Professor, Harvard Business SchoolAuthor of Disrupting Class

#OTC11Tuesday, June 21, 2011

HOW DO WE GET THERE?

by Asma on Flickr #OTC11Tuesday, June 21, 2011





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10http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications


image credit: John Scott Haydon

• 500 million users (70% outside the US)• 250 million users access FB through mobile• used by 95% of 18-24 college students in US (70% daily)*

*Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333

years old


image credit: John Scott Haydon

years old


•More video uploaded in 60 days than created by the 3 major US TV networks in 60 years.

•2010: 700 billion playbacks

•More than 50% of videos are rated by other users.

Source: YouTube, http://www.youtube.com/t/press_statistics

•YouTube mobile: 100 million views per day

years old


years old


years old


“THE ERA OF PARTICIPATION”


REDEFINING HOW WE LEARN


#OTC11

PARTICIPATORY LEARNING IS LEARNING FROM EACH OTHER


COMMONPLACEPARTICIPATORY LEARNING IS

“Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.”

The Future of Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachusetts, 2009.


© L

aurie

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russ


Visualization of Tweets including #Jan25 sent on: Feb 11, 2011

by André Panisson using Gephi#OTC11


© L

aurie

Bur

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College Learning Informal Learning


a delivery method.

The internet is


a culturegrounded in participatory learning.

The internet is


Still of a remix of “The Visions of Students Today” submissions.

To view remixes on YouTube, search for : VOST 2011

a project by Michael Wesch


TIME FOR A CHANGE


Lectures: Learning with a Choice

read

Taminator on Flickr

listen(pause, rewind, replay)

or

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#OTC11

Enhancing the CMS Learning Experience?


A private social network for student learning.On

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Art Visit:• attend a major art museum or two gallery openings• view artworks, apply key terms learned in class• write a 1,000 word reflection of visit• document visit with photos• post to your blog in Ning

Outcomes: Promotes sharing of individual perspectives. Students often attend same exhibit and have different experiences, identify similar or different “favorite” works of art. Connects curriculum to real world.

Participatory Learning with Blogs


web-based applicationno cost to student

provides conversations around mediacomments in voice, video or text

peer-to-peer, participatory learning

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Audio & Video FeedbackPrompt: Select one image and analyze its FORM or its CONTENT.

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Syllabus: before...


Syllabus: after...a visual, relevant resource

Images of students attending art

museums.Tuesday, June 21, 2011


Screenshots of the tools students will

use.



Information shared in text

and visual formats.





Images from the

curriculum.


Syllabus: after...


How do I merge this model into my F2F classes?


Identify your paradigm.

Instruction Paradigm Learning Paradigm

Transfer knowledge from faculty to students

Elicit students’ discovery and construction of knowledge

Cover material Achieve specified learning results

Faculty role is “lecturer”Faculty role is designer of learning

methods and environments

Achieve access for diverse student groups

Achieve learning success for diverse student groups

Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change, Nov/Dec 1995, 13-25. Table graphic is an adapted from the work of Jim Julius.


“The definition of insanity is doing the same thing again and again and expecting

different results.”

-Albert Einstein


#OTC11

It was time to do something drastic.


#OTC11

So I flipped my classroom.


Reduce F2F time spent

on fostering these skills.

Increase F2F time spent

on fostering these skills.

Dee

p Le

arni

ng

Rote

Mem

oriza

tion

Cognitive Domain

creating

evaluating

analyzing

applying

understanding

remembering

One of my goals was to:


Keys to Improving College Degree Attainment Rate:

• More deep learning, less rote memorization

• Faculty development should foster new ways of teaching to meet today’s students’ learning preferences and challenges

http://www.cccsse.org/


A NEW MODEL


“Untethered Learning”Julie Evans, Project Tomorrow


“Untethered Learning”

#OTC11

Julie Evans, Project Tomorrow


a culture of sharingcreates more opportunities

for course content.


Learning Unit

In-Class Activities

Individual Assessments: Exams, Essays, Projects

Post-Class VoiceThread

Learning Unit

In-Class Activities

Pre-Class VoiceThread

Mobile LectureReading Assignment

Learning Objectives Learning Objectives





In-Class Activities

Learning Unit


Learning Objectives


Sum

mat

ive

Ass

essm

ents

Form

ativ

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sses

smen

tsFo

rmat

ive

Ass

essm

ents


Mobile Lectures

read

Taminator on Flickr

listen(pause, rewind, replay)

or

F2F

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by R

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pre- and post-classOnline Formative Assessments

F2F

Cla

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pre-classOnline Formative Assessments

F2F

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post-classOnline Formative Assessments

F2F

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Departing students leave “advice for success” for incoming students.


wiki page


USE THEM!

•“Call a Friend” Surveys

•Poll Everywhere(free, texting turns phones into clickers)

• Have students participate in a Twitter backchannel.

• Send scheduled tweets during class (ask questions for students to reply to)

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“In traditional lecture classes you feel like you are being forcefed the information, but in this class you felt like you were living the history in each of the learning units and truly connecting to the material.”

Student Comments:evidence of deep learning

F2F

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F2F

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“The material presented in this class prompted me to evaluate my experiences as a female in terms of my connections to females who have lived before me, females now and those who will soon arrive on the scene.”


F2F

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“[The class] made me look at the images I see every day in a new way. I also liked the way that the class was set up. I think that more classes should be taught this way.”


F2F

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“I learned more than I ever thought I would. ... I will take some of the lessons I learned here with me for the rest of my life.”


F2F

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“I have to admit it did take a little getting use to, and did require you to become a little more organized, BUT the richness in the information was a wonderful trade off. I feel as though I walked through the 1920's in Paris and was able to breathe in the atmosphere...”



STUDENT SURVEYRESULTS

F2F

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STUDENT SURVEY RESULTS - HOW’D IT GO?

27 respondents

81%

4%7%

4%4%Under 2424-2828-3535-4344-5050-62over 62

(77% response rate)

F2F

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ion


THE INSTRUCTOR USED TECHNOLOGY IN SUPPORT OF MY LEARNING.

0%

22.5%

45%

67.5%

90%

Strongly AgreeAgree

Neutral

Disagree

F2F

Cla

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OVERALL, HOW WOULD YOU RATE THE QUALITY OF YOUR LEARNING EXPERIENCE IN THIS CLASS?

0%

20%

40%

60%

80%

VeryMostly

NeutralMostly

VeryUnsuccessfulUnsuccessful

SuccessfulSuccessful

97% = very successful/

mostly successful

F2F

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HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE

LEARNING OBJECTIVES.

0%

17.5%

35%

52.5%

70%

Strongly AgreeAgree

Neutral

Disagree

92.5% = strongly agreed/

agreed

F2F

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s fo

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WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE?

0

0.125

0.250

0.375

0.500

readlistened

both sometimes

neitherread, sometimeslistened

40%

15%

30%

15%

(Pacansky-Brock, 2008)

F2F

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ion


WHY DID YOU CHOOSE THIS LECTURE FORMAT?

0

0.175

0.350

0.525

0.700

MeetsMost

It’s what I’mDidn’t want

my learningstyle

to deal withmore

technology

convenientfor me used to

doing

67%

22%

11%


F2F

Cla

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s fo

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BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS

MORE RELEVANT TO MY OWN LEARNING.

81% = strongly agree/agree

0

0.125

0.250

0.375

0.500

Strongly AgreeAgree

NeutralDisagree

Strongly Disagree

41% 40%

15%

4%


F2F

Cla

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ion


I SPENT MORE TIME ON OUT-OF-CLASS ASSIGNMENTS IN THIS CLASS THAN I WOULD

IN A TRADITIONAL LECTURE CLASS.

81% = strongly agreed/agreed0%

12.5%

25%

37.5%

50%

Strongly AgreeAgree

NeutralDisagree

Strongly Disagree

33%

48%

11%7%

F2F

Cla

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Effect on Success and Retention?

F2F

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10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION

Success: # enrolled at census divided by the number of students who end with an A, B, or C

Retention: # enrolled at census divided by the number enrolled at end of term.

0

0.225

0.450

0.675

0.900

SuccessRetention

“flipped” classroomtraditional classroom67%

83%83%

90%

F2F

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THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE

LEARNING OBJECTIVES.

0

0.225

0.450

0.675

0.900

Strongly AgreeAgree

NeutralDisagree

F2F

Cla

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ion


THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST.

81% = strongly agreed/agreed

0

0.125

0.250

0.375

0.500

Strongly AgreeNeutral

Strongly Disagree

AgreeDisagree

41% 40%

15%

F2F

Cla

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Listen to the full 20-minute interview on my blog.

Student InterviewF2

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#OTC11

go to: mpbreflections.blogspot.com

click on: “Presentations”


ReflectionsHow can we incentivize innovation?


Michelle Pacansky-Brock

blog: http://mpbreflections.blogspot.com

@brocansky


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