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Engagement: What is it and Where Can I Get Some?
 

Engagement: What is it and Where Can I Get Some?

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A look at the interactions between students, teachers and technology.

A look at the interactions between students, teachers and technology.

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    Engagement: What is it and Where Can I Get Some? Engagement: What is it and Where Can I Get Some? Presentation Transcript

    • What Is It? Where Can I Get Some? Bernie Dodge, PhD San Diego State University Engagement: http://webquest.org/workshops/engagement4
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    • My Questions to the Twitterverse:
      • What is engagement? What does it look like?
      • What looks like engagement but really isn’t?
    • What does engagement mean to YOU?
    • What IS Engagement?
      • unklar @berniedodge I think "engagement" sometimes has to be taking notes, listening to the teacher, doing homework alone; oh, yeah, and STUDYING!
    • What IS Engagement?
      • mmuir @berniedodge Eye contact w Head nodding w a smile while the teacher presents looks like engagement but often isn't...
      • mmuir @berniedodge Kids asking their own questions and finding answers and being excited and teaching others about it is engagement
    • What IS Engagement?
      • thecleversheep @berniedodge Engagement: utterly tuned in, focused and undistractable; and they don't realize they're learning.
    • What IS Engagement?
      • jimazeki @berniedodge I've noticed that some profs assume 'active' means 'engaged' - in econ, anything not lecture is called 'active’
      • jimazeki @berniedodge but I'm not sure just cuz students are doing something other than taking notes that means they're learning
    • Informal Study
      • N = 265
      • Describe a learning experience you had that was boring
      • And one that was fun
      • The subject was the Civil War and we were discussing the tools, weapons, and clothing used during that era. We worked in small teams and moved from one artifact table to another.
      • We had to figure out what the artifact was, what it was used for, and why it was invented.
      • We then presented our findings to the class.
      • In my junior American Literature class, we were expected to write a narrative based upon a selected piece of famous art.
      • We were to study every aspect of the painting and then create a story around it. We were allowed to pick the painting we wanted from a selection and we were allowed to work with a partner.
      • This is gross, but we were learning what causes finger/toenails to become discolored or misshaped.
      • We looked at slides, read out loud, took notes and then took our shoes off and identified the things we had learned on each other.
      • We constructed hurricane proof houses that we tested using a fan and then a leaf blower. you were given little materials, expected to come up with your own design structure and to explain your selections to a group.
      • The speaker skillfully drew the audience into the experience of a near fatal fire aboard the space station. Along the way he used words to create a vivid picture of the events that were evolving. At a number of junctures, he pulled us back into the situation as though we were with him in the danger and decision making.
      • We were challenged to think about what we would do in such a crisis, how we would react, how we would decide to make intelligent and creative decisions under such extreme duress. Then he would return to the story and again engage us in the drama.
    • Expectations
    • Second Study http://edweb2.net/lmf/index.php
    • http://edweb2.net/lmf/index.php
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    • http://edweb2.net/lmf/index.php
    • Challenge # Stories
    • Teacher Enthusiasm
    • Interaction with other learners
    • Other Common Attributes
      • Instructor warmth
      • Human interest
      • More concrete than abstract
      • Sensory rich
      • Hands on
      • Physical activity
    • Out of 160 stories only 2 were about a lecture
    • Engagement Research
      • STROBE
      • Used in medical education
      • Cycle of observing teacher and students
      • Validated against self-reports
      O’Malley, K. et al, (2003). Validation of an observational instrument for measuring student engagement in health professions settings. Evaluation & the health professions, 2003, 26; 86.
    • Observation protocol
    • Interactions
    • Engagement & Technology
      • They’re all digital natives… so all we need is more hardware, right?
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    • Learning Power P = ADE Power = Attention x Depth x Efficiency
    • Causes of Attention Attention Variability Human Interest Competition Uncertainty Social interaction Challenge
    • Attention as a Ratio Attention = Time spent attending to the class Total Time
    • Depth
      • the intensity of the cognitive processing required
      • Let’s say creating = 100 and remembering = 0
    • Efficiency
      • Curricular efficiency is the proportion of time learners have to spend thinking about what you’re trying to teach.
      Efficiency = Time Spent Thinking about Curriculum Total Learning Time
    • Efficiency and Technology
      • If a technology or medium is…
      • Unfamiliar
      • Particularly creative
      • Richly detailed
      • Learners will..
      • Spend their brain minutes on figuring out the technology
      • And not figuring out your content
    • Learning Power P = ADE Power = Attention x Depth x Efficiency So a perfect lesson would be rated as… 1 x 100 x 1 = 100
    • Learning Power P = ADE Power = Attention x Depth x Efficiency Most lessons would probably be rated somewhere between 10 and 50.
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    • Drake Equation
      • N = R* f p n e f l f i f c L
      • N = The number of communicative civilizations
      • R* = The rate of formation of suitable stars (stars such as our Sun)
      • f p = The fraction of those stars with planets. (Current evidence indicates that planetary systems may be common for stars like the Sun.)
      • n e = The number of Earth-like worlds per planetary system
      • f l = The fraction of those Earth-like planets where life actually develops
      • f i = The fraction of life sites where intelligence develops
      • f c = The fraction of communicative planets (those on which electromagnetic communications technology develops)
      • L = The "lifetime" of communicating civilizations
    • OK, so what IS engagement?
      • I’m getting lost in all the details
    • Maria Muldaur
      • It ain’t the meat,
      • It’s the motion.
    • To Sum it Up. Engagement…
      • is about lots of interaction,
      • about the thing you’re trying to teach,
      • using as much of the brain as possible.
    • Second Life
    • WebQuest.org
    • If only we had a visual language for talking about this…
    • SDSU Playbook
    • Rhumba
    • Figure Skating
    • Teaching is at least as complicated as football
      • Or rhumba
    • Interactions Thick lines = intense interaction requiring deep processing
    • Interactions Thin lines = weak interaction requiring shallow processing
    • News Dots http://slatest.slate.com/features/news_dots/default.htm
    • Interactions Teacher demonstrates the site. Learners watch Engagement = low
    • Interactions Teacher gives URL. Learners explore. Engagement = low to medium
    • Interactions Teacher gives URL and a task : What is in the news that interests you least ? Learners explore and reflect. Engagement = medium
    • Interactions Teacher gives URL and a task : Within groups, become an expert on one aspect of the news. Then work together and decide on a prediction about what the top five topics will be tomorrow. Engagement = high
    • 360 Cities http://www.360cities.net/image/sanaa-sunset
    • How could you maximize engaged, powerful learning with the 360 cities site?
    • Interactions Working in groups of three, decide how to maximize this, this, and this.
    • Engagement: Where Can I Get Some?
      • It’s under your nose
    • Engagement: Where Can I Get Some?
      • Actually, it’s above and behind your nose
    • What Is It? Where Can I Get Some? Bernie Dodge, PhD San Diego State University Engagement: http://webquest.org/workshops/engagement4