the revitalizing power of teaching with technology
TRANSCRIPT
The Revitalizing Power of Teaching with Technology
Dr. Kelvin Thompson
University of Central Florida
@kthompso #refreshbytech
This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0 UnportedLicense. Portions of this work are the intellectual property of others and are attributed appropriately in context.
A Story
“desert” by kthompso404 on Flickr CC BY 2.0 https://www.flickr.com/photos/drkelvinthompson/17096084530Based upon an original CC BY 2.0 work by Josh Sommers on Flickr at
https://www.flickr.com/photos/joshsommers/935470210
“Bigelow's Monkeyflower (Mimulus bigelovei)” by Steve Berardi on Flickr CC BY-NC-SA 2.0https://www.flickr.com/photos/steveberardi/6864068835
Observation
When dissatisfied with the status quo, technology can provide a catalyzing opportunity for positive change if embraced with the attitude of a learner, tolerating imperfection and in search of human moments.
Observation
When dissatisfied with the status quo, technology can provide a catalyzing opportunity for positive change if embraced with the attitude of a learner, tolerating imperfectionand in search of human moments.
Status Quo
Based upon “Chrysalis” by Sid Mosdell on Flickr CC BY 2.0
https://www.flickr.com/photos/sidm/5612179133
“You Are Here” by everyday Zoid on Flickr CC BY-NC-ND 2.0https://www.flickr.com/photos/vermegrigio/5923415248
BYOD?• Some studies indicate that 95% of college
students bring cell phones to class each day- May, 2012
• Nationwide, 90% of adults (98% of those 18-29) have cell phones with the majority (63%) using for internet access
• 61% of US adults own a laptop computer
- Pew Internet & American Life Project, 2014
http://bit.ly/pew_data http://bit.ly/may_data
Quick Web Search Challenge:How often is human knowledge
estimated to double?
James, J. (2014, April 23). Every minute of the day. [Infographic]. Retrieved from http://www.domo.com/blog/2014/04/data-never-sleeps-2-0
2014
Students “Very Likely to Use…”• Google, etc. (94%)
• Wikipedia, etc. (75%)
• YouTube, etc. (52%)
• Their peers (42%)
• Cliff Notes, etc. (41%)
• News sites of major news organizations (25%)
• Print or electronic textbooks (18%)
• Online databases (EBSCO, etc.) (17%)
• A research librarian (16%)
http://bit.ly/pewreport_full
21st Century Fluency Project http://www.21stcenturyfluency.com
ISTE National Educational Technology Standards (for Students) http://www.iste.org/standards/nets-for-students
Association of College and Research Libraries Information Literacy Standardshttp://www.ala.org/acrl/standards/informationliteracycompetency
Employer Expectations
“…baseline information competencies…
knowing how and where to find information online, without much guidance, to use a search strategy beyond the first page of Google results, and to articulate a ‘best solution’ and conclusion from all that was found.” [emphasis added]
http://bit.ly/employer_study
“A Wall of Books” by mikecogh on FlickrCC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/
“That Huge Lecture Theatre” by teddy-rised on Flickr CC BY-NC-ND 2.0https://www.flickr.com/photos/teddy-rised/2814710002
“The Illusion of Lecture” by Stephen Ransom on Flickr CC BY-NC-SA 2.0https://www.flickr.com/photos/ransomtech/6841686779
“Much of classroom teachingis based on faculty presentation of information to agroup of students who are then responsible for demonstratingthat they have accumulated it. The instructor ison center stage and determines the official agenda of thecourse. In the audience of lecture halls and classrooms,students are called on occasionally to demonstrate theircomprehension and are tested periodically to determinetheir retention. The emphasis is clearly on teaching withthe expectation that if it is done well, students with abilityand ambition will learn.”
Lemke (1995) cited in Oblinger and Maruyama (1996)
“Active learning, student engagement and other strategies that involve students and mention learning are called learner-centered. And although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing.”
- Dr. Maryellen Weimer
http://bit.ly/Qp8DvD
Differences in OrientationTeaching-Centered Learning-Centered
Deliver instruction Produce learning
Transfer of knowledge from teacher to student Discovery and construction of knowledge
Active faculty Active students
One teaching style Multiple teaching styles
Curriculum development Learning technologies development
Quantity and quality of resources Quantity and quality of outcomes
Quality of faculty Quality of students
Time held constant; learning varies Learning held constant; time varies
Learning is linear and cumulative Learning is a nesting and interacting of
frameworks
Promote recall Promote understanding
Faculty are lecturers Faculty are designers of learning environments
Learning is competitive and individualistic Learning is cooperative and collaborative
Barr and Tagg (1995) cited in Hartman, Dziuban, and Brophy-Ellison (2007)
Student Engagement
…two critical features…The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning.
National Survey of Student Engagement web sitehttp://nsse.iub.edu
http://bit.ly/QrbLuF
Student Engagement
I would argue that engagement is not solely a proxy [for learning]; it can also be an end in itself. Our institutions of higher education are settings where students can encounter a range of people and ideas and human experiences that they have never been exposed to before. Engagement in this sense is not just a proxy for learning but a fundamental purpose of education.
Lee Shulman,
Carnegie Foundation for the
Advancement of Teaching
http://bit.ly/M3X4h1
Student Engagement
… such activities as student-faculty interaction, peer-to-peer collaboration, and active learning…
Chen, Gonyea, and Kuh (2008)
http://bit.ly/MyZZv1
"What we do relies heavily on getting to know your students. I think this is so important with respect to engagement. The better you get to know the students, and the better the students know you, the more they are able to connect to the material and to your teaching.“
- Kyle Keegan(related to impact of “new technologies”)
http://bit.ly/N4KACU
How do you think of knowledge and instruction?
What metaphors come to mind?
What is the relationship between the two?
What is your role as an instructor?
If you think of
knowledge as...
a quantity or packet of
content waiting to be
transmitted
a cognitive state as
reflected in a person's
schemas and procedural
skills
a person's meanings
constructed by interaction
with one's environment
enculteration or adoption of
a group's ways of seeing
and acting
Then you may tend to think of instruction as...
a product to be delivered by a vehicle
a set of instructional strategies aimed at changing an individual's schemas
a learner drawing on tools and resources within a rich environment
participation in a community's everyday activities
Wilson, 1996
Catalyzing Opportunity
“ripples” by kthompso404 on Flickr CC BY 2.0
https://www.flickr.com/photos/drkelvinthompson/16663483934
Chance favors the prepared mind.- Louis Pasteur
NetworkedTechnologies
DigitalInformation Abundance
Human Interaction
Multiple Approaches
Tech Enabled
F2F + Online
Web Enhanced
Flip Class
Reduced Seat TimeMandated “Recipes”
“Blended”
Online
• 90% of CAOs believe that blended learning is as good as or better than f2f
• 95%+ of institutions offer online (5,000+)
• 70% of CAOs believe online learning is “critical” to institution’s strategy
• 28% of CAOs report faculty accept the “value and legitimacy” of online education
http://bit.ly/1zcZSlC
Fall 2014
Total UCF students 60,400
Students in Face-to-Face (F2F) 50,441
Web OR Blended 38,469
F2F + Web 12,157*
F2F + Blended 8,827*
F2F + Web OR Blended 18,288*
F2F + Web + Blended 2,696*
Web Only 5,522 (Summer 2014: 9,036)
Fall 2012 Student Headcount
“Live” Regional
Students
4,815
Web Students
20,648
“Live” Main Campus Students
50,402
34,267
57.6%
12,823
21.6%4,928
8.3%
439
0.7%
1,408
2.4%1,283
2.2%
1,672
2.8%
Total Student Headcount is 59,767 (including medical)
Note: Circle size is proportional but the overlapping regions are not and are for demonstration purposes only.
783
1.3%
796
1.3%
828
1.4%
250
0.4%
“Live” Rosen Campus Students
2,670
Counts Not Included in Diagram
Main, Regional, & Rosen: 9
Web, Regional, & Rosen: 2
Main, Web, Regional, & Rosen: 2
(all add to less than 0.1% of total)
Note: Medical
students (277)
are not included
in this diagram.
Live = any course not delivered via web (W)
Web = ‘W’ courses only
8791
87 8790
8790
9490 90
949088 89 88 87 89 87
0
10
20
30
40
50
60
70
80
90
100
Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 12
F2F (n=669,638) Blended (n=66,124) Fully Online (n=176,856)
Student Success
Used with Permission. UCF Research Initiative for Teaching Effectiveness
3 2 4 4 3 53 2 4 4 3 44 4 5 5 4 6
0
10
20
30
40
50
60
70
80
90
100
Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 12
F2F (n=748,226) Blended (n=67,190) Fully Online (n=176,983)
Student Withdrawal
Used with Permission. UCF Research Initiative for Teaching Effectiveness
5248 48
44 42
0
10
20
30
40
50
60
70
80
90
100
M W F2F RV V
%
"Excellent" ratings by modality (n=913,688)
Student Course Evaluations
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Then...
The probability of an overall rating of Excellent = .97 &
The probability of an overall rating of Fair or Poor =.00
If...
A Decision Rule for the Probability of UCF Faculty Member Receiving an Overall Rating of Excellent (n=1,280,890)
Respect and concern for students
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Amount of interaction in UCF Online Classes Compared to Comparable F2F Sections
Moreinteraction
Equalto or
less thanW
n=55M
N=40Modality
13%
45%
16%
15%
62%
30%
2%7%
8%3%
Increased
SomewhatincreasedAbout the same
Somewhatdecreased
Decreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Quality of Interaction in UCF Online Classes Compared to Comparable F2F Sections
Betterinteraction
Equalto or
less than
Wn=55
MN=43
Modality
22%
30%
33%
19%
35%
37%
9%
2%14%
Increased
SomewhatincreasedAbout the same
Somewhatdecreased
Decreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness
“Technology-enhanced learning has evolved both from enhancements to earlier generations of face-to-face teaching and enhancements to earlier generations of distance education. Engaged intentional design of learning experiences has also evolved to promote the most effective design to serve the learners, their life experiences and the opportunities and limitations of the particular environment.”
- Frank Mayadas and Gary Miller
http://bit.ly/1IdFLFP
Attitude of a Learner
Instructional Transformation Model
Familiarization
Transformation
Reorientation
Integration
Utilization
Rieber and Welliver, 1989; Marcinkiewicz and Welliver, 1993; Hooper and Rieber, 1995
Technology As…
• “Talisman”
• Tool-to-Task
– Content
– Interaction
– Assessment
• Transformation
– Individual
– institutional
Non-scored activity
Scored activity
A Range of Student Engagement
A Range of Student Engagement by Dr. Kelvin Thompson available at http://bit.ly/rehumanizing_slides is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. See http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US.
Learning Challenges to Consider
1. Start teaching with networked technologies and information
2. Look for ways to make technologies RE-humanizing rather than de-humanizing
3. Foster active, higher-level learning
4. Model human interactions via technology
5. Design learning activities in which students meaningfully interact via technologies
6. Become a learner within digital info-abundant environment
7. Learn to surf the (info) wave
8. Learn when to use/re-mix information resources
9. See knowledge/learning as “perpetual beta”
Read More About It
Annotated Survey of Technologies for Engagement
http://bit.ly/tools_survey
Sustaining Resources
• Campus Technologyhttp://campustechnology.com
• Faculty Focushttp://facultyfocus.com
• EDUCAUSE Learning Initiative (ELI)http://www.educause.edu/eli(Particularly “7 Things You Should Know About… series)
“De-cluttering” by Seeking Sense on Flickr CC BY-NC-ND 2.0 License
https://www.flickr.com/photos/thechrists/5366200152
Human Moments
“What to my wondering eyes should appear” by James Jordan on Flickr CC BY-NC-ND 2.0 Licensehttps://www.flickr.com/photos/jamesjordan/3070534443
Human Moments
those moments when we feel connected to someone or something outside of ourselves and
in the presence of what matters
Edward Hallowell, M.D.
We don’t connect to technology.We connect to other people through
technology.
Consider:How might human moments be related to student engagement?
“Research shows that perfectionism hampers success…. Perfection is the
enemy of the done.”- Brene Brown
“[M]aybe you have a crack in your disbelief. As many great sages have said, that's how the light gets in. What if I asked you to suspend your conviction just for a few minutes…?” - Anne Lamott
Embrace Imperfection
“2011-01-22 Craquelure (squared)” by muehlinghaus on Flickr CC BY-NC 2.0
Licensehttps://www.flickr.com/photos/muehlinghaus/5401
974300
Expect technology to let you down.
Have a back-up plan, but be willing to let the flaws show.
Stay focused on the goal.
struggling by theparadigmshifter on Flickr CC By-NC 2.0 Licensehttp://www.flickr.com/photos/theparadigmshifter/83716487
"In times of change, learners inherit the earth
while the learned find themselves
beautifully equipped to deal with a world
that no longer exists."
- (paraphrased from) Eric Hoffer
“Aha Cleveland” by Erik Drost on Flickr CC BY 2.0 Licensehttps://www.flickr.com/photos/edrost88/14669029608
Please Follow-Up
Dr. Kelvin Thompson
http://about.me/drkelvinthompson
http://bit.ly/thompson_engage2015