the Problem of Learning in the Post-Course Era  <ul><li>Randy Bass,  </li></ul><ul><li>Georgetown University  </li></ul>MA...
What’s the problem?
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking...
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking...
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking...
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking...
The Post-Course Era
“ You know. It was taught as a Gen Ed course and I took it as a Gen Ed course.” Georgetown student, end of first year, foc...
High Impact Practices  (National Survey of Student Engagement--NSSE)  <ul><li>First-year seminars and experiences </li></u...
High Impact Activities and Outcomes <ul><li>High Impact Practices:  </li></ul><ul><li>First-year seminars and experiences ...
High Impact Practices  (National Survey of Student Engagement--NSSE)  <ul><li>First-year seminars and experiences </li></u...
So, if high impact practices are largely in the extra curriculum (or co-curriculum), then where are the low-impact practic...
formal curriculum = low-impact practices ? Are we then entering the “post-course era”? 2/16/10
If the formal curriculum is not where the high impact experiences are then there are three options <ul><li>(1) Make course...
All of the above…
Range of responses courses designed as inquiry-based and problem-driven  Using social tools at scale Design courses for de...
Participatory Culture <ul><li>Features of participatory culture  </li></ul><ul><ul><li>Low barriers to entry </li></ul></u...
Six Characteristics of high impact practices AND features of participatory culture <ul><li>Features of participatory cultu...
Looking from the Web in…  How do we make formal learning environments more like informal learning?  How do we make classro...
The Formal  Curriculum Informal Learning Participatory culture High impact practices Experiential  Co-curriculum 2/16/10
the end of the course as a  bounded  experience
John Seely Brown: Practice to Content content practice
The Formal  Curriculum Informal Learning Participatory culture High impact practices Experiential  Co-curriculum 2/16/10
Three Challenges <ul><li>Intermediate processes (“thin slices” of practice) </li></ul><ul><li>Reflective judgment, uncerta...
Thin Slices Participatory learning + Web 2.0 tools Student work is in process, in practice—not just in summative work
NOVICE  MIRACLE  EXPERT product  product Connecting Intermediate Processes to Practice Bass & Elmendorf, 2009 2/16/10
How can we better understand these intermediate processes?  How might we design to foster and capture them?  evidence  of ...
“ Thin slices” of online discussion or blog Traces of collaborative practice Micro-reflections on the cutting room floor e...
#1: Social Pedagogies  and a Large Lecture Course Foundations of Biology BIOL-103 1st year Biology  course 250 students sc...
<ul><li>Participatory learning </li></ul><ul><li>Course Design Elements </li></ul><ul><li>Readings  &   On-line Conversati...
Prof Elmendorf’s Instructions to her Students for the Discussion Board <ul><li>Communicate about the reading.  One of the ...
Holding Conversations
Online Conversation
Jose Feito, on the importance of “not knowing” “ The theme of not-knowing [has] emerged as a key factor in the maintenance...
Michael Smith & Ali Erkan, Ithaca College <ul><li>Using Wiki’s to teach history </li></ul><ul><li>Students work in collabo...
Michael Smith & Ali Erkan, Ithaca College
<ul><li>Not just about knowledge to be acquired, but </li></ul><ul><li>Ways of thinking </li></ul><ul><li>Ways of acting (...
Social Pedagogies  and an Introductory Writing Class Writing, Invention, Media HUMW-011 1st year writing  course 20 studen...
Humanities & Writing 011 <ul><li>First-year required writing course </li></ul><ul><li>Section theme: “Writing, Invention, ...
CORE Important Worthwhile Grant Wiggins and Jay McTighe,  Understanding by Design What is worth knowing and doing? What is...
CORE Important Worthwhile Opening Day exercise:  Writing in school?  Writing on the Web? HUMW011:  Writing, Invention, Media
Core Values of Writing in School: Week One
Core  Important Worthwhile
Core Understandings--writing in school (week one) Core Understandings--digital, Writing on the web (week one)
 
 
Networked research group
Networked research group Yahoo Pipes
Networked research group
Participatory Culture and Formal Learning Student team Student team Student team Shared course blog or teacher / tutor spa...
Rajagopalan Balaji, Capstone Course in Engineering (University of Colorado) (Design competition) 70+ students 12 teams two...
thin slices of practice reflective judgment embodied learning If we are to connect courses to the “holistic self-portrait”...
Learning and Feedback from  Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary...
Tim Kastelle University of Queensland,  “Successful Open Business Models” “Successful Open Business Models on the Web” (e....
Tim Kastelle, “Successful Open Business Models” <ul><li>“Successful Open Business Models”  </li></ul><ul><li>(higher educa...
Shift in How We Add Value AGGREGATE FILTER  CONNECT
Shift in How We Add Value AGGREGATE FILTER  CONNECT COURSE ERA POST-COURSE ERA
Sir Ken Robinson, “How Education Kills Creativity” ted.com
Sir Ken Robinson, “How Education Kills Creativity” ted.com “ What we need is a new conception of human ecology, one in whi...
Randy Bass contact (for slides, follow up):  [email_address]
Upcoming SlideShare
Loading in...5
×

Randy Bass

1,087

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,087
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Week one
  • May 2009 version (post convening)
  • Randy Bass

    1. 1. the Problem of Learning in the Post-Course Era <ul><li>Randy Bass, </li></ul><ul><li>Georgetown University </li></ul>MAALT-SEALLT Conference March 11,2010
    2. 2. What’s the problem?
    3. 3. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
    4. 4. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
    5. 5. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
    6. 6. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
    7. 7. The Post-Course Era
    8. 8. “ You know. It was taught as a Gen Ed course and I took it as a Gen Ed course.” Georgetown student, end of first year, focus group: reflecting a particular course in which, he claimed, he was not asked to engage with the material.
    9. 9. High Impact Practices (National Survey of Student Engagement--NSSE) <ul><li>First-year seminars and experiences </li></ul><ul><li>Learning communities </li></ul><ul><li>Writing intensive courses </li></ul><ul><li>Collaborative assignments </li></ul><ul><li>Undergraduate research </li></ul><ul><li>Global learning/ study abroad </li></ul><ul><li>Internships </li></ul><ul><li>Capstone courses and projects </li></ul>
    10. 10. High Impact Activities and Outcomes <ul><li>High Impact Practices: </li></ul><ul><li>First-year seminars and experiences </li></ul><ul><li>Learning communities </li></ul><ul><li>Writing intensive courses </li></ul><ul><li>Collaborative assignments </li></ul><ul><li>Undergraduate research </li></ul><ul><li>Global learning/ study abroad </li></ul><ul><li>Internships </li></ul><ul><li>Capstone courses and projects </li></ul><ul><li>Outcomes associated with High impact practices </li></ul><ul><li>Attend to underlying meaning </li></ul><ul><li>Integrate and synthesize </li></ul><ul><li>Discern patterns </li></ul><ul><li>Apply knowledge in diverse situations </li></ul><ul><li>View issues from multiple perspectives </li></ul><ul><li>Gains in Skills, knowledge, practical competence , personal and social development </li></ul>
    11. 11. High Impact Practices (National Survey of Student Engagement--NSSE) <ul><li>First-year seminars and experiences </li></ul><ul><li>Learning communities </li></ul><ul><li>Writing intensive courses </li></ul><ul><li>Collaborative assignments </li></ul><ul><li>Undergraduate research </li></ul><ul><li>Global learning/ study abroad </li></ul><ul><li>Internships </li></ul><ul><li>Capstone courses and projects </li></ul>
    12. 12. So, if high impact practices are largely in the extra curriculum (or co-curriculum), then where are the low-impact practices?
    13. 13. formal curriculum = low-impact practices ? Are we then entering the “post-course era”? 2/16/10
    14. 14. If the formal curriculum is not where the high impact experiences are then there are three options <ul><li>(1) Make courses higher impact </li></ul><ul><li>(2) Create better connections between courses and the high impact experiences outside the formal curriculum </li></ul><ul><li>(3) Start shifting resources from from the formal curriculum to the high impact (experiential) curriculum </li></ul>
    15. 15. All of the above…
    16. 16. Range of responses courses designed as inquiry-based and problem-driven Using social tools at scale Design courses for depth and engagement (writing intensive, project-based, team-based, etc) 2/16/10
    17. 17. Participatory Culture <ul><li>Features of participatory culture </li></ul><ul><ul><li>Low barriers to entry </li></ul></ul><ul><ul><li>Strong support for sharing one’s contributions </li></ul></ul><ul><ul><li>Informal mentorship, experienced to novice </li></ul></ul><ul><ul><li>Members feel a sense of connection to each other </li></ul></ul><ul><ul><li>Students feel a sense of ownership of what is being created </li></ul></ul><ul><ul><li>Strong collective sense that something is at stake </li></ul></ul>How do we make classroom learning more like participatory culture? Jenkins, et. al., The Challege of Participatory Culture
    18. 18. Six Characteristics of high impact practices AND features of participatory culture <ul><li>Features of participatory culture ( on the Web ) </li></ul><ul><ul><li>Low barriers to entry </li></ul></ul><ul><ul><li>Strong support for sharing one’s contributions </li></ul></ul><ul><ul><li>Informal mentorship, experienced to novice </li></ul></ul><ul><ul><li>Members feel a sense of connection to each other </li></ul></ul><ul><ul><li>Students feel a sense of ownership of what is being created </li></ul></ul><ul><ul><li>Strong collective sense that something is at stake </li></ul></ul><ul><li>High impact experiences ( co- curriculum ) </li></ul><ul><li>Attend to underlying meaning </li></ul><ul><li>Integrate and synthesize </li></ul><ul><li>Discern patterns </li></ul><ul><li>Apply knowledge in diverse situations </li></ul><ul><li>View issues from multiple perspectives </li></ul><ul><li>Skills, knowledge, practical competence , personal and social development </li></ul>2/16/10
    19. 19. Looking from the Web in… How do we make formal learning environments more like informal learning? How do we make classroom learning more like participatory culture?
    20. 20. The Formal Curriculum Informal Learning Participatory culture High impact practices Experiential Co-curriculum 2/16/10
    21. 21. the end of the course as a bounded experience
    22. 22. John Seely Brown: Practice to Content content practice
    23. 23. The Formal Curriculum Informal Learning Participatory culture High impact practices Experiential Co-curriculum 2/16/10
    24. 24. Three Challenges <ul><li>Intermediate processes (“thin slices” of practice) </li></ul><ul><li>Reflective judgment, uncertainty </li></ul><ul><li>Embodied learning </li></ul>
    25. 25. Thin Slices Participatory learning + Web 2.0 tools Student work is in process, in practice—not just in summative work
    26. 26. NOVICE MIRACLE EXPERT product product Connecting Intermediate Processes to Practice Bass & Elmendorf, 2009 2/16/10
    27. 27. How can we better understand these intermediate processes? How might we design to foster and capture them? evidence of process Connecting Intermediate Processes to Practice LEARNING processes 2/16/10 NOVICE processes EXPERT practice LEARNING processes LEARNING processes
    28. 28. “ Thin slices” of online discussion or blog Traces of collaborative practice Micro-reflections on the cutting room floor ePortfolio samples: drafts, reflections Connecting Intermediate Processes to Practice NOVICE processes LEARNING processes EXPERT practice evidence of Process LEARNING processes LEARNING processes
    29. 29. #1: Social Pedagogies and a Large Lecture Course Foundations of Biology BIOL-103 1st year Biology course 250 students science majors & pre-meds Heidi Elmendorf, Georgetown University
    30. 30. <ul><li>Participatory learning </li></ul><ul><li>Course Design Elements </li></ul><ul><li>Readings & On-line Conversation </li></ul><ul><li>Class & Think-Pair-Share </li></ul><ul><li>Lab & Partnered Inquiry </li></ul><ul><li>Problem Sets & Group Effort around Authentic and Challenging Problems </li></ul><ul><li>Research Paper & Shared Steps </li></ul><ul><li>Exams & Room for Uncertainty </li></ul>Learning and Feedback from Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary Understanding Sense of Personal and Intellectual Significance Student Learning Goals (Students develop…) A Sense of Audience and Voice Social Pedagogies Heidi Elmendorf, Georgetown University
    31. 31. Prof Elmendorf’s Instructions to her Students for the Discussion Board <ul><li>Communicate about the reading. One of the best ways to learn something is to talk about it. Air your bafflement, express your wonder, ask your questions, try out a new idea of your own… And while I hope you will talk often about biology this semester with your classmates, I want to be sure you have an official forum for these conversations – and that you are rewarded for the effort you will expend having them. </li></ul>
    32. 32. Holding Conversations
    33. 33. Online Conversation
    34. 34. Jose Feito, on the importance of “not knowing” “ The theme of not-knowing [has] emerged as a key factor in the maintenance of a truly collaborative intellectual community within the classroom. In order for a shared inquiry to proceed productively, the participants must be able to regularly acknowledge their lack of understanding, offer partial understandings, and collectively digest the resulting discourse. Not-knowing is characterized by a group’s ability to defer meaning, tolerate ambiguity, hold divergent perspectives, and postpone closure. In order to develop, it requires a relatively non-judgmental classroom atmosphere, but not an uncritical one.” Jose Feito, St. Mary’s University (Moraga, California, U.S.A.)
    35. 35. Michael Smith & Ali Erkan, Ithaca College <ul><li>Using Wiki’s to teach history </li></ul><ul><li>Students work in collaborative teams to write history wiki-texts on subjects that interest them in historical context </li></ul>
    36. 36. Michael Smith & Ali Erkan, Ithaca College
    37. 37. <ul><li>Not just about knowledge to be acquired, but </li></ul><ul><li>Ways of thinking </li></ul><ul><li>Ways of acting (practice) </li></ul><ul><li>Ways of talking </li></ul><ul><li>A sense of identity </li></ul>Embodied Not just knowing, but the experience of knowing (and coming to know)
    38. 38. Social Pedagogies and an Introductory Writing Class Writing, Invention, Media HUMW-011 1st year writing course 20 students Gen Ed Randy Bass, Georgetown University
    39. 39. Humanities & Writing 011 <ul><li>First-year required writing course </li></ul><ul><li>Section theme: “Writing, Invention, Media” </li></ul><ul><li>Core concept: “writing is a social act” </li></ul><ul><li>Core theme: Changes modes of learning, the participatory culture of Web, and the nature of the University </li></ul>
    40. 40. CORE Important Worthwhile Grant Wiggins and Jay McTighe, Understanding by Design What is worth knowing and doing? What is important to know and do? What is a core or enduring understanding?
    41. 41. CORE Important Worthwhile Opening Day exercise: Writing in school? Writing on the Web? HUMW011: Writing, Invention, Media
    42. 42. Core Values of Writing in School: Week One
    43. 43. Core Important Worthwhile
    44. 44. Core Understandings--writing in school (week one) Core Understandings--digital, Writing on the web (week one)
    45. 47. Networked research group
    46. 48. Networked research group Yahoo Pipes
    47. 49. Networked research group
    48. 50. Participatory Culture and Formal Learning Student team Student team Student team Shared course blog or teacher / tutor space Any mechanism for aggregating, feeding, filtering, tagging…
    49. 51. Rajagopalan Balaji, Capstone Course in Engineering (University of Colorado) (Design competition) 70+ students 12 teams two projects Central RSS feed Team blogs Central RSS feed Team blogs Teacher watches, coaches (key source of capture for intermediate processes)
    50. 52. thin slices of practice reflective judgment embodied learning If we are to connect courses to the “holistic self-portrait” of the learner, then we not only to link out but in.. Designing for the post-course era
    51. 53. Learning and Feedback from Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary Understanding Sense of Personal and Intellectual Significance Student Learning Goals A Sense of Audience and Voice PRACTICE: Features of Participatory Process <ul><li>Help students create markers of certainty and uncertainty </li></ul><ul><li>Provide opportunities for relearning </li></ul><ul><li>Design opportunities for meaningful reflection on Practice and integration of experience </li></ul>
    52. 54. Tim Kastelle University of Queensland, “Successful Open Business Models” “Successful Open Business Models on the Web” (e.g. Journalism, Music) Aggregate Filter Connect Tim Kastelle
    53. 55. Tim Kastelle, “Successful Open Business Models” <ul><li>“Successful Open Business Models” </li></ul><ul><li>(higher education) </li></ul><ul><li>Aggregate </li></ul><ul><ul><li>Information resources </li></ul></ul><ul><li>Filter </li></ul><ul><ul><li>Knowledge (what knowledge is worth knowing) </li></ul></ul><ul><ul><li>Scholarship (peer review) </li></ul></ul><ul><ul><li>Graduates (employability) </li></ul></ul><ul><li>Connect </li></ul><ul><ul><li>Ideas, experiences, people </li></ul></ul>
    54. 56. Shift in How We Add Value AGGREGATE FILTER CONNECT
    55. 57. Shift in How We Add Value AGGREGATE FILTER CONNECT COURSE ERA POST-COURSE ERA
    56. 58. Sir Ken Robinson, “How Education Kills Creativity” ted.com
    57. 59. Sir Ken Robinson, “How Education Kills Creativity” ted.com “ What we need is a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity.”
    58. 60. Randy Bass contact (for slides, follow up): [email_address]
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×