teaching in the age of participation: otc 2011
DESCRIPTION
Keynote presentation shared at the 2011 Online Teaching Conference in Costa Mesa, CA on June 24, 2011.TRANSCRIPT
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Teaching in the Age of ParticipationMichelle Pacansky-Brock @brocansky
image credit: Laurie Burruss
Teaching in the Age of Participation
Tuesday, June 21, 2011
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MAKE IT SOCIAL!
#OTC11
Tuesday, June 21, 2011
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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
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HOW DO WE GET THERE?
by Asma on Flickr #OTC11Tuesday, June 21, 2011
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#OTC11Tuesday, June 21, 2011
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#OTC11Tuesday, June 21, 2011
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#OTC11Tuesday, June 21, 2011
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#OTC11Tuesday, June 21, 2011
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by T
hom
as H
awk
on F
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10http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications
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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
#OTC11Tuesday, June 21, 2011
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image credit: John Scott Haydon
years old
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•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
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years old
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years old
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“THE ERA OF PARTICIPATION”
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REDEFINING HOW WE LEARN
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#OTC11
PARTICIPATORY LEARNING IS LEARNING FROM EACH OTHER
Tuesday, June 21, 2011
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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.
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© L
aurie
Bur
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Visualization of Tweets including #Jan25 sent on: Feb 11, 2011
by André Panisson using Gephi#OTC11
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© L
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College Learning Informal Learning
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a delivery method.
The internet is
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a culturegrounded in participatory learning.
The internet is
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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
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TIME FOR A CHANGE
#OTC11Tuesday, June 21, 2011
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Lectures: Learning with a Choice
read
Taminator on Flickr
listen(pause, rewind, replay)
or
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Enhancing the CMS Learning Experience?
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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
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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...
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Syllabus: after...a visual, relevant resource
Images of students attending art
museums.Tuesday, June 21, 2011
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Syllabus: after...a visual, relevant resource
Screenshots of the tools students will
use.
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Syllabus: after...a visual, relevant resource
Information shared in text
and visual formats.
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Syllabus: after...a visual, relevant resource
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Syllabus: after...a visual, relevant resource
Images from the
curriculum.
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Syllabus: after...
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How do I merge this model into my F2F classes?
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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.
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“The definition of insanity is doing the same thing again and again and expecting
different results.”
-Albert Einstein
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#OTC11
It was time to do something drastic.
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#OTC11
So I flipped my classroom.
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Reduce F2F time spent
on fostering these skills.
Increase F2F time spent
on fostering these skills.
Dee
p Le
arni
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Rote
Mem
oriza
tion
Cognitive Domain
creating
evaluating
analyzing
applying
understanding
remembering
One of my goals was to:
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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/
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A NEW MODEL
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“Untethered Learning”Julie Evans, Project Tomorrow
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“Untethered Learning”
#OTC11
Julie Evans, Project Tomorrow
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a culture of sharingcreates more opportunities
for course content.
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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
Post-Class VoiceThread
Pre-Class VoiceThread
Mobile LectureReading Assignment
Post-Class VoiceThread
In-Class Activities
Learning Unit
Pre-Class VoiceThread
Learning Objectives
Mobile LectureReading Assignment
Sum
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Ass
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Form
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Ass
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Mobile Lectures
read
Taminator on Flickr
listen(pause, rewind, replay)
or
F2F
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by R
ober
t th
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pre- and post-classOnline Formative Assessments
F2F
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pre-classOnline Formative Assessments
F2F
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post-classOnline Formative Assessments
F2F
Cla
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Departing students leave “advice for success” for incoming students.
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wiki page
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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)
clou
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by Jo
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Flic
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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
Cla
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Student Comments:evidence of deep learning
“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.”
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F2F
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Student Comments:evidence of deep learning
“[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.”
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Student Comments:evidence of deep learning
“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.”
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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 Comments:evidence of deep learning
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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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THE INSTRUCTOR USED TECHNOLOGY IN SUPPORT OF MY LEARNING.
0%
22.5%
45%
67.5%
90%
Strongly AgreeAgree
Neutral
Disagree
F2F
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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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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
Cla
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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%
(Pacansky-Brock, 2008)
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%
(Pacansky-Brock, 2008)
F2F
Cla
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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
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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%
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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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r an
s fo
rmat
ion
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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%
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s fo
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Listen to the full 20-minute interview on my blog.
Student InterviewF2
F C
lass
Tr a
ns f
orm
atio
n
#OTC11
go to: mpbreflections.blogspot.com
click on: “Presentations”
Tuesday, June 21, 2011
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ReflectionsHow can we incentivize innovation?
Tuesday, June 21, 2011
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Michelle Pacansky-Brock
blog: http://mpbreflections.blogspot.com
@brocansky
Tuesday, June 21, 2011
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Evaluation SurveyHelp us improve our conference by filling out
a short online evaluation survey:
http://www.surveymonkey.com/s/11OTC_0624_General
Tuesday, June 21, 2011