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Humanizing Learning with Emerging Technologies
 

Humanizing Learning with Emerging Technologies

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Keynote presentation delivered at Focus on Teaching with Technology, a regional conference at the University of Missouri, St. Louis (UMSL).

Keynote presentation delivered at Focus on Teaching with Technology, a regional conference at the University of Missouri, St. Louis (UMSL).

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  • Michelle!
    Thumbs up!
    You did it once again, you brought the essential to the normal course of things in education.
    I viewed the presentation on and on, never ending to feel drawn and engaged to the content, the context, the spirit and the appealing messages within this gift you offer.
    Page 11, (John F. Roueche's quote) should be the introduction words for thoughts for any program on education)
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    Humanizing Learning with Emerging Technologies Humanizing Learning with Emerging Technologies Presentation Transcript

    • Humanizing Learning with Emerging Technologies #fttcstl Michelle Pacansky-Brock @brocansky www.TeachingWithoutWalls.com
    • Get Your Goody Bag! http://tiny.cc/fttcstl CC-BY-NC-SA Wendy Gratz
    • learning differences CC-BY JD Hancock
    • #fttcstl
    • CC-BY Gustavo Devito
    • Photo by Dan Winkler Used with permission from VoiceThread.
    • CC-BY Michelle Pacansky-Brock #fttcstl
    • "Most...faculty have been well prepared in the disciplines they teach, but too few have been prepared for the reality of today’s students — the ways they learn, and the cognitive and affective challenges they bring with them through the open door." John E. Roueche Director, Community College Leadership Program The University of Texas at Austin
    • #fttcstl
    • #fttcstl
    • American Adults Who Watch or Download Online Video Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video
    • What are they watching? Comedy, Educational, and How-To Videos Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video
    • 31% 14% 2009 2011 Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video
    • 75% Professors who have students view online videos 25% Professors who have students create online videos Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http:// www.pearsonlearningsolutions.com/higher-education/social-media-survey.php
    • EdLab, Teacher's College, Columbia College http://tiny.cc/fttcstl
    • Augmented Reality
    • Images: Copyright Laurie Burruss. Used with permission.
    • deep learning CC-BY-SA Marcus Vegas
    • Bloom's Taxonomy Creating Evaluating Analyzing Applying The Cognitive Domain development of knowledge and critical thinking Understanding Remembering Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000
    • the other side of Bloom's Taxonomy Internalizing Values The Affective Domain Organizing Values Valuing Responding to Phenomena Receiving Krathwohl, Bloom, Masia, 1973. how we deal with things emotionally
    • what opportunities CC-BY Cygnus921 ?
    • #fttcstl
    • Mobile Lectures Already Developed listen or read
    • A flipped learning unit. forma-ve assessment forma-ve assessment http://tiny.cc/fttcstl
    • A flipped learning unit. http://tiny.cc/fttcstl
    • #fttcstl
    • Student Comments • “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.” • “...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.” • “The VoiceThreads... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.”
    • End of Semester Survey 4% 4% Under 24 24-28 28-35 35-43 44-50 50-62 over 62 7% 4% 81%
    • 7%1Increase1in1Success1 7%1increase1in1Reten-on traditional method flipped 90% 90% 83% 83% 90% 74% 90.0% 67.5% 67% 45.0% 22.5% Success 0% Retention
    • 7%1Increase1in1Success1 7%1increase1in1Reten-on traditional method flipped 90% 90% 83% 83% 90% 74% 90.0% 67.5% 67% 45.0% 22.5% Success 0% Retention Success: # enrolled at census divided by the number of students who end with an A, B, or C Retention: # enrolled at census divided by the number enrolled at end of term.
    • Overall,(how(would(you(describe(the(quality( of(your(learning(experience(in(this(class? 80% 60% 40% 20% Very Successful Mostly Successful Neutral 0% Mostly Unsuccessful Very Unsuccessful
    • Overall,(how(would(you(describe(the(quality( of(your(learning(experience(in(this(class? 80% 60% 40% 20% Very Successful Mostly Successful Neutral 0% Mostly Unsuccessful Very Unsuccessful 97% = very successful/ mostly successful
    • Having(the(op<on(to(read(or(listen(to(a(lecture( increased(my(ability(to(achieve(the(learning(objec<ves.( 70% 67% 52.5% 35% 17.5% 26% 0% Strongly Agree Agree 7% Neutral Disagree
    • When(given(the(op<on(to(read(or(listen(to(a( lecture,(which(op<on(did(you(choose?( 50% 37.5% 40% 25% 30% 12.5% 15% 15% 0% read listened both toggled neither
    • Why(did(you(choose(this(lecture(format?( 70% 52.5% 67% 35% 17.5% 0% 22% Meets Most 11% It’s what I’m Didn’t want to1deal1with more1 technology
    • The(variety(of(learning(materials(played(a(role(in( helping(me(reach(the(course(learning(objec<ves.( 90% 67.5% 45% 22.5% 0% Strongly Agree Agree Neutral Disagree
    • This(class(helped(me(understand(how( I(learned(best. 50% 37.5% 25% 12.5% Strongly Agree Agree Neutral Disagree 0% Strongly Disagree 97.5% Strongly Agreed/ Agreed
    • I(spent(more(<me(on(outLofLclass(assignments( than(in(tradi<onal(lecture(classes. 50% 48% 37.5% 33% 25% Strongly Agree Agree 11% Neutral 12.5% 7% Disagree 0% Strongly Disagree 81% Strongly Agreed/ Agreed
    • 2 flavors
    • CC-BY-NC-ND Selbe B
    • CC-BY-NC-ND Mark DeSouza
    • what will you make? CC-BY-SA Quinn Dumbrowski
    • The social aspects of learning must be addressed before engaging directly with content. Wenger, E. (1999). Communities of Practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
    • 2 ingredients Wenger, E. (1999). Communities of Practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
    • 1 presence instructor or teaching
    • 1 presence instructor or teaching Savery, (2005).
    • 1 presence instructor or teaching Savery, (2005).
    • 1 presence instructor or teaching Savery, (2005).
    • 1 presence instructor or teaching Savery, (2005).
    • 2 social presence
    • 2 social presence (Picciano, 2001)
    • 2 social presence
    • 2 social presence interaction (Tu, 2000; Stein & Wanstreet, 2003) student satisfaction (Gunawardena & Zittle, 1997; Rovai & Barnum, 2003) depth of learning (Picciano, 2002; Richardson & Swan, 2003; Rovai & Barnum, 2003)
    • What%happens%when%online%st.dents LEARN OUT LOUD? CC-BY Gustavo Devito
    • "[Lear4ing%out%loud]%helps%us%get%to%know%each% other...it%makes%us%more%sensitive%to%one%another's% opinions%and%thoughts.%...We%are%more%likely%to%be% respectf.l%to%one%another." CC-BY-SA Kristina Alexanderson #fttcstl
    • Student Survey Results 94% strongly agreed or agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel like I was part of a group.
    • Student Survey Results 94% strongly agreed or agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel more connected to my instructor.
    • Student Survey Results 89% strongly agreed or agreed Pacansky-Brock, (2012). The VoiceThread activities helped me feel more connected to my peers.
    • Student Survey Results Presenting ideas 88% verbally helped me to strongly agreed or agreed information more understand the effectively than through writing alone. Pacansky-Brock, (2012).
    • #fttcstl CC-BY-NC-SA Norma Desmon
    • http://tiny.cc/fttcstl
    • #1. BE REAL CC-BY-NC Thomas Hawk #fttcstl
    • #2. TELL STORIES CC-BY-ND Hartwig HKD #fttcstl
    • Share your story.
    • 1. Record 2. Host 3. Share •Private or •Unlisted or •Public •Link or •Embed in LMS
    • #fttcstl
    • "People will support what they help create." post-it note at front reception in Office Nomads, co-working space in Portland OR CC-BY-NC-SA Susan Van Gelder
    • Have students share their stories.
    • Ice Breaker: Invite Students to Share Radolfo Lermo Barbara Long Jerome Moffatt Sara Smith
    • set the table ...and%let%the%feast%begin CC-BY-NC-ND Mark DeSouza
    • Following Unit:
    • CC-BY-NC-SA Zanthia #fttcstl
    • Wisdom Wall
    • CC-BY-NC Pulpolux !!
    • #3. REDUCE DISPOSABLE LEARNING CC-BY-NC-ND jbelluch #fttcstl
    • Photographer Showcase
    • More info at: TeachingWithoutWalls.com
    • Michelle Pacansky-Brock
    • Don't forget your Goody Bag! CC-BY-NC-SA Wendy Gratz http://tiny.cc/fttcstl