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  • Week one
  • May 2009 version (post convening)

Randy Bass Randy Bass Presentation Transcript

  • the Problem of Learning in the Post-Course Era
    • Randy Bass,
    • Georgetown University
    MAALT-SEALLT Conference March 11,2010
  • What’s the problem?
  • 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
  • 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
  • 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
  • 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
  • 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, focus group: reflecting a particular course in which, he claimed, he was not asked to engage with the material.
  • High Impact Practices (National Survey of Student Engagement--NSSE)
    • First-year seminars and experiences
    • Learning communities
    • Writing intensive courses
    • Collaborative assignments
    • Undergraduate research
    • Global learning/ study abroad
    • Internships
    • Capstone courses and projects
  • High Impact Activities and Outcomes
    • High Impact Practices:
    • First-year seminars and experiences
    • Learning communities
    • Writing intensive courses
    • Collaborative assignments
    • Undergraduate research
    • Global learning/ study abroad
    • Internships
    • Capstone courses and projects
    • Outcomes associated with High impact practices
    • Attend to underlying meaning
    • Integrate and synthesize
    • Discern patterns
    • Apply knowledge in diverse situations
    • View issues from multiple perspectives
    • Gains in Skills, knowledge, practical competence , personal and social development
  • High Impact Practices (National Survey of Student Engagement--NSSE)
    • First-year seminars and experiences
    • Learning communities
    • Writing intensive courses
    • Collaborative assignments
    • Undergraduate research
    • Global learning/ study abroad
    • Internships
    • Capstone courses and projects
  • So, if high impact practices are largely in the extra curriculum (or co-curriculum), then where are the low-impact practices?
  • 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
    • (1) Make courses higher impact
    • (2) Create better connections between courses and the high impact experiences outside the formal curriculum
    • (3) Start shifting resources from from the formal curriculum to the high impact (experiential) curriculum
  • All of the above…
  • 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
  • Participatory Culture
    • Features of participatory culture
      • Low barriers to entry
      • Strong support for sharing one’s contributions
      • Informal mentorship, experienced to novice
      • Members feel a sense of connection to each other
      • Students feel a sense of ownership of what is being created
      • Strong collective sense that something is at stake
    How do we make classroom learning more like participatory culture? Jenkins, et. al., The Challege of Participatory Culture
  • Six Characteristics of high impact practices AND features of participatory culture
    • Features of participatory culture ( on the Web )
      • Low barriers to entry
      • Strong support for sharing one’s contributions
      • Informal mentorship, experienced to novice
      • Members feel a sense of connection to each other
      • Students feel a sense of ownership of what is being created
      • Strong collective sense that something is at stake
    • High impact experiences ( co- curriculum )
    • Attend to underlying meaning
    • Integrate and synthesize
    • Discern patterns
    • Apply knowledge in diverse situations
    • View issues from multiple perspectives
    • Skills, knowledge, practical competence , personal and social development
    2/16/10
  • 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?
  • 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
    • Intermediate processes (“thin slices” of practice)
    • Reflective judgment, uncertainty
    • Embodied learning
  • 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 process Connecting Intermediate Processes to Practice LEARNING processes 2/16/10 NOVICE processes EXPERT practice LEARNING processes LEARNING processes
  • “ 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
  • #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
    • Participatory learning
    • Course Design Elements
    • Readings & On-line Conversation
    • Class & Think-Pair-Share
    • Lab & Partnered Inquiry
    • Problem Sets & Group Effort around Authentic and Challenging Problems
    • Research Paper & Shared Steps
    • Exams & Room for Uncertainty
    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
  • Prof Elmendorf’s Instructions to her Students for the Discussion Board
    • 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.
  • 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 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.)
  • Michael Smith & Ali Erkan, Ithaca College
    • Using Wiki’s to teach history
    • Students work in collaborative teams to write history wiki-texts on subjects that interest them in historical context
  • Michael Smith & Ali Erkan, Ithaca College
    • Not just about knowledge to be acquired, but
    • Ways of thinking
    • Ways of acting (practice)
    • Ways of talking
    • A sense of identity
    Embodied Not just knowing, but the experience of knowing (and coming to know)
  • Social Pedagogies and an Introductory Writing Class Writing, Invention, Media HUMW-011 1st year writing course 20 students Gen Ed Randy Bass, Georgetown University
  • Humanities & Writing 011
    • First-year required writing course
    • Section theme: “Writing, Invention, Media”
    • Core concept: “writing is a social act”
    • Core theme: Changes modes of learning, the participatory culture of Web, and the nature of the University
  • 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?
  • 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 space Any mechanism for aggregating, feeding, filtering, tagging…
  • 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)
  • 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
  • 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
    • Help students create markers of certainty and uncertainty
    • Provide opportunities for relearning
    • Design opportunities for meaningful reflection on Practice and integration of experience
  • 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
  • Tim Kastelle, “Successful Open Business Models”
    • “Successful Open Business Models”
    • (higher education)
    • Aggregate
      • Information resources
    • Filter
      • Knowledge (what knowledge is worth knowing)
      • Scholarship (peer review)
      • Graduates (employability)
    • Connect
      • Ideas, experiences, people
  • 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 which we start to reconstitute our conception of the richness of human capacity.”
  • Randy Bass contact (for slides, follow up): [email_address]