Teaching in The Dark: Learning to Love What We Fear

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Keynote presentation shared at Tri-C eMerge Blended Learning Conference; Cleveland Ohio. March 13, 2014. #emerge2014

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Teaching in The Dark: Learning to Love What We Fear

  1. 1. learning to love what we fear Michelle Pacansky-Brock @brocansky TeachingWithoutWalls.com #eMERGE14
  2. 2. #emerge2014
  3. 3. remnants of an Industrial Age #emerge2014
  4. 4. Photo%by%Giulio%Menna%0%Crea3ve%Commons%A8ribu3on0NonCommercial0ShareAlike%License%%h8p://www.flickr.com/photos/35694389@N02% Created%with%Haiku%Deck% #emerge2014
  5. 5. Photo%by%Design%By%Zouny%1%Crea5ve%Commons%A9ribu5on%License%%h9p://www.flickr.com/photos/47440581@N07% Created%with%Haiku%Deck% #emerge2014
  6. 6. I N F O R M AT I O N
  7. 7. I N F O R M AT I O N Accessing CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts
  8. 8. I N F O R M AT I O N Accessing Finding CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts CC-BY-NC-SA by Haaaley
  9. 9. I N F O R M AT I O N Accessing Finding Validating CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts CC-BY-NC-SA by Haaaley CC-BY-NC-SA by Clasesdeperiodismo
  10. 10. - 2 0 1 4 H O R I Z O N R E P O R T, H I G H E R E D “Today, society is increasingly mobile and continues to demonstrate evidence that creation is gaining traction over consumption. The Maker movement, user- generated videos, self-published eBooks, personalized domains, and other platforms have all seen steep increases in recent years. Higher education is now in a position to shift its curricular focus to ensure learning environments align with the engagement of creator- students and foster the critical thinking skills needed to fuel a creator society.” a creator society #emerge2014
  11. 11. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
  12. 12. American Adults Who Watch or Download OnlineVideo Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video
  13. 13. 2009 2011 Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video 14% 31% #emerge2014
  14. 14. Professors who have students view ! online videos 75% Professors who have students create online videos 25% Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http:// www.pearsonlearningsolutions.com/higher-education/social-media-survey.php
  15. 15. CC-NC-ND by seventwentysk
  16. 16. Creating & Sharing Videos!
  17. 17. CC-BY Kellinasf how does all this make a teacher feel? #emerge2014
  18. 18. CC-BY Kodomut #emerge2014
  19. 19. vulnerable
  20. 20. Describe how it feels to be VULNERABLE CC-BY Kellinasf #emerge2014
  21. 21. “Vulnerability is uncertainty, risk, and emotional exposure.” – B R E N E B R O W N ! #emerge2014
  22. 22. CC-BY kodomut.com VULNERABLE?" "What&value&is&there&in&being
  23. 23. – B R E N E B R O W N ! “Vulnerability sounds like truth and feels like courage. Truth and courage aren't always comfortable, but they're never weakness.” #emerge2014
  24. 24. – B R E N E B R O W N ! “Vulnerability is the birthplace of innovation, creativity and change.” #emerge2014
  25. 25. #emerge2014
  26. 26. face to face online #emerge2014
  27. 27. face to face online #emerge2014
  28. 28. http://youtu.be/y2QgtPyk_Gk flippedhighschool.com #emerge2014
  29. 29. Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987) Flipped Foundations #emerge2014
  30. 30. Learning “is not a spectator sport. Students do not learn much just sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.” (p. 1). Chickering and Gamson 1987
  31. 31. Remembering Understanding Applying Analyzing Evaluating Creating Bloom's Taxonomy #emerge2014
  32. 32. Remembering Understanding Applying Analyzing Evaluating Creating Bloom's Taxonomy The Cognitive Domain the construction of knowledge and critical thinking #emerge2014
  33. 33. CC-BY-NC-SA Zanthia Start with your vision of how the course will end #emerge2014
  34. 34. Cultivate your vision with relevancy from day one
  35. 35. Receiving Responding Valuing Organization Characterization the other side of Bloom's Taxonomy Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. #emerge2014
  36. 36. Receiving Responding Valuing Organization Characterization the other side of Bloom's Taxonomy The Affective Domain Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. how we deal with things emotionally #emerge2014
  37. 37. wiki wiki #emerge2014
  38. 38. wiki wiki #emerge2014
  39. 39. wiki wiki Remembering Understanding Applying Analyzing Evaluating Creating #emerge2014
  40. 40. #emerge2014
  41. 41. PhotobyDanWinkler Used with permission fromVoiceThread.
  42. 42. http://youtu.be/yC1NiyOB10A
  43. 43. #emerge2014
  44. 44. CC-BY Gustavo Devito #emerge2014
  45. 45. http://youtu.be/YbXGMx4Ftqo #emerge2014
  46. 46. CC-BY-NC-SA By Coofdy students are vulnerable too! #emerge2014
  47. 47. student survey results
  48. 48. student survey results % Strongly Agreed Or Agreed The Flipped Class Required More Homework 81% The Flipped Class Was A More Successful Learning Experience 97% The Flipped Class Required More Critical Thinking 89% Pacansky-Brock, 2009. 77% response rate.
  49. 49. student survey results % Strongly Agreed Or Agreed The Flipped Class Used Classroom Time In A Way That Was More Relevant To My Learning 81% I Wish More Lecture Classes Would Be Taught In This Format. 81% Pacansky-Brock, 2009. 77% response rate.
  50. 50. student survey results % Strongly Agreed Or Agreed The Variety Of The Learning Materials Played A Role In Helping Me Reach The Course Learning Objectives 100% The Class Helped Me Understand How I Learn Best. 81% Pacansky-Brock, 2009. 77% response rate.
  51. 51. student survey results % Strongly Agreed Or Agreed Having The Option To Read Or Listen To A Lecture Increased My Ability To Achieve The Learning Objectives 92.5% Pacansky-Brock, 2009. 77% response rate.
  52. 52. student survey results Pacansky-Brock, 2009. 77% response rate. 0 0.1 0.2 0.3 0.4 Read Listened Both Toggled Neither 40% 15% 15%30%
  53. 53. Photo%by%Kaysse%,%Crea/ve%Commons%A4ribu/on%License%%h4p://www.flickr.com/photos/29862505@N08% Created%with%Haiku%Deck% learning was more
  54. 54. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “…it did take a little getting used to and it did require you to become a little more organized, BUT the richness in the information was a wonderful trade-off. I feel as if I walked through the 1920s in Paris and was able to breathe in the atmosphere.”
  55. 55. deeplearningCC-BY-SA MarcusVegas increased evidence of
  56. 56. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “In traditional lecture classes you feel like you are being force-fed the information but in this class you feel like you were living the history in each of the learning units and truly connecting to the material.”
  57. 57. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “I liked the VoiceThreads…they helped me think in other ways and get different perspectives from my fellow students.”
  58. 58. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 The flipped classroom “created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.”
  59. 59. Tips for the Flipping Your Class • Start with your vision for the end of your class CC-BY-NC-SA Stuck in Customs
  60. 60. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class
  61. 61. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support
  62. 62. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support • Capture exiting students’ feedback and share it with incoming students for super powered relevancy!
  63. 63. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support • Capture exiting students’ feedback and share it with incoming students for super powered relevancy! and finally…
  64. 64. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
  65. 65. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck% Why do we call them phones?
  66. 66. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck% Better options… documentation devices?
  67. 67. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck% Better options… artifact generators?
  68. 68. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey
  69. 69. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups
  70. 70. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups • Have students go on location to document experiences in photographs, upload these to a class wiki or social network (Facebook group, Google+ Community, Bonfyre)
  71. 71. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups • Have students go on location to document experiences in photographs, upload these to a class wiki or social network (Facebook group, Google+ Community, Bonfyre) • Assign “experiences” for homework and have students live text their reflections (cel.ly, Bonfyre, Twitter)
  72. 72. http://youtu.be/CD7eagLl5c4
  73. 73. ! CC-BY-NC Thomas Hawk ! #1. BE REAL
  74. 74. #2. TELL STORIES ! CC-BY-ND Hartwig HKD!
  75. 75. #3. REDUCE DISPOSABLE ! CC-BY-NC-ND jbelluch! LEARNING
  76. 76. Michelle Pacansky-Brock!

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