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Teaching in the Age of Participation: OTC 2011
 

Teaching in the Age of Participation: OTC 2011

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Keynote presentation shared at the 2011 Online Teaching Conference in Costa Mesa, CA on June 24, 2011.

Keynote presentation shared at the 2011 Online Teaching Conference in Costa Mesa, CA on June 24, 2011.

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Teaching in the Age of Participation: OTC 2011 Teaching in the Age of Participation: OTC 2011 Presentation Transcript

  • Teaching in the Age of Participation Michelle Pacansky-Brock @brocansky image credit: Laurie BurrussTuesday, June 21, 2011
  • MAKE IT SOCIAL! #OTC11Tuesday, June 21, 2011
  • ONLINE LEARNING IS A DISRUPTIVE INNOVATION “At first [online learning] was most often used for distance learning. Increasingly, however, online learning is being implemented in brick-and-mortar schools in what is called blended learning; the content is becoming more and more robust for individual learners so that it motivates students to engage in deeper learning, and the communication technology is enhancing the ability of teachers and students to interact.” (emphasis added) Clayton M. Christensen, Professor, Harvard Business School Author of Disrupting Class #OTC11Tuesday, June 21, 2011
  • HOW DO WE GET THERE? #OTC11 by Asma on FlickrTuesday, June 21, 2011
  • #OTC11Tuesday, June 21, 2011
  • #OTC11Tuesday, June 21, 2011
  • #OTC11Tuesday, June 21, 2011
  • #OTC11Tuesday, June 21, 2011
  • by Thomas Hawk on Flickr #OTC11Tuesday, June 21, 2011
  • http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications 10Tuesday, June 21, 2011
  • image credit: John Scott Haydon •500 million users (70% outside the US) • 250 million users access FB through mobile years old • used by 95% of 18-24 college students in US (70% daily)* *Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333 #OTC11Tuesday, June 21, 2011
  • image credit: John Scott Haydon years old #OTC11Tuesday, June 21, 2011
  • •More video uploaded in 60 days than created by the 3 major US TV networks in 60 years. years old •More than 50% of videos are rated by other users. •2010: 700 billion playbacks •YouTube mobile: 100 million views per day #OTC11 Source: YouTube, http://www.youtube.com/t/press_statisticsTuesday, June 21, 2011
  • years old #OTC11Tuesday, June 21, 2011
  • years old #OTC11Tuesday, June 21, 2011
  • “THE ERA OF PARTICIPATION” #OTC11Tuesday, June 21, 2011
  • REDEFINING HOW WE LEARN #OTC11Tuesday, June 21, 2011
  • PARTICIPATORY LEARNING IS LEARNING FROM EACH OTHER #OTC11Tuesday, June 21, 2011
  • PARTICIPATORY LEARNING IS COMMONPLACE “Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.” The Future of Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachusetts, 2009.Tuesday, June 21, 2011
  • © Laurie BurrussTuesday, June 21, 2011
  • Visualization of Tweets including #Jan25 sent on: Feb 11, 2011 by André Panisson using Gephi #OTC11Tuesday, June 21, 2011
  • College Learning Informal Learning © Laurie BurrussTuesday, June 21, 2011
  • The internet is a delivery method. #OTC11Tuesday, June 21, 2011
  • The internet is a culture grounded in participatory learning. #OTC11Tuesday, June 21, 2011
  • Still of a remix of “The Visions of Students Today” submissions. a project by Michael Wesch To view remixes on YouTube, search for: VOST 2011Tuesday, June 21, 2011
  • TIME FOR A CHANGE #OTC11Tuesday, June 21, 2011
  • Lectures: Learning with a ChoiceO n l i n e C l a s s Tr a n s fo r m a t i o n listen or read (pause, rewind, replay) Taminator on Flickr #OTC11Tuesday, June 21, 2011
  • Enhancing the CMS Learning Experience?O n l i n e C l a s s Tr a n s fo r m a t i o n #OTC11Tuesday, June 21, 2011
  • O n l i n e C l a s s Tr a n s fo r m a t i o n A private social network for student learning. #OTC11Tuesday, June 21, 2011
  • Participatory Learning with BlogsO n l i n e C l a s s Tr a n s fo r m a t i o n Art Visit: • attend a major art museum or two gallery openings • view artworks, apply key terms learned in class • write a 1,000 word reflection of visit • document visit with photos • post to your blog in Ning Outcomes: Promotes sharing of individual perspectives. Students often attend same exhibit and have different experiences, identify similar or different “favorite” works of art. Connects curriculum to real world.Tuesday, June 21, 2011
  • O n l i n e C l a s s Tr a n s fo r m a t i o n peer-to-peer, participatory learning web-based application no cost to student provides conversations around media comments in voice, video or text #OTC11Tuesday, June 21, 2011
  • O n l i n e C l a s s Tr a n s fo r m a t i o nTuesday, June 21, 2011 #OTC11
  • Audio & Video Feedback Prompt: Select one image and analyze its FORM or its CONTENT.O n l i n e C l a s s Tr a n s fo r m a t i o n #OTC11Tuesday, June 21, 2011
  • Syllabus: before...Tuesday, June 21, 2011
  • Syllabus: after...a visual, relevant resource Images of students attending art museums.Tuesday, June 21, 2011
  • Syllabus: after...a visual, relevant resource Screenshots of the tools students will use.Tuesday, June 21, 2011
  • Syllabus: after...a visual, relevant resource Information shared in text and visual formats.Tuesday, June 21, 2011
  • Syllabus: after...a visual, relevant resourceTuesday, June 21, 2011
  • Syllabus: after...a visual, relevant resource Images from the curriculum.Tuesday, June 21, 2011
  • Syllabus: after...Tuesday, June 21, 2011
  • How do I merge this model into my F2F classes?Tuesday, June 21, 2011
  • Instruction Paradigm Learning Paradigm Transfer knowledge from Elicit students’ discovery and faculty to students construction of knowledge Identify your Achieve specified learning results Cover material paradigm. Faculty role is designer of learning Faculty role is “lecturer” methods and environments Achieve access for diverse Achieve learning success for student groups diverse student groups Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change, Nov/Dec 1995, 13-25. Table graphic is an adapted from the work of Jim Julius. #OTC11Tuesday, June 21, 2011
  • “The definition of insanity is doing the same thing again and again and expecting different results.” -Albert EinsteinTuesday, June 21, 2011
  • It was time to do something drastic. #OTC11Tuesday, June 21, 2011
  • So I flipped my classroom. #OTC11Tuesday, June 21, 2011
  • creating One of my goals was to: g nin ear evaluating Increase F2F L ep time spent De on fostering analyzing these skills. applying ion understanding Reduce F2F zat time spent ori m on fostering remembering Me these skills. te Ro Cognitive DomainTuesday, June 21, 2011
  • Keys to Improving College Degree Attainment Rate: • More deep learning, less rote memorization • Facultydevelopment should foster new ways of teaching to meet today’s students’ learning preferences and challenges http://www.cccsse.org/ #OTC11Tuesday, June 21, 2011
  • A NEW MODEL #OTC11Tuesday, June 21, 2011
  • “Untethered Learning” Julie Evans, Project Tomorrow #OTC11Tuesday, June 21, 2011
  • “Untethered Learning” Julie Evans, Project Tomorrow #OTC11Tuesday, June 21, 2011
  • a culture of sharing creates more opportunities for course content.Tuesday, June 21, 2011
  • Learning Unit Learning Unit Learning Unit Learning Objectives Learning Objectives Learning Objectives Reading Assignment Reading Assignment Reading Assignment Mobile Lecture Mobile Lecture Mobile Lecture Pre-Class VoiceThread Pre-Class VoiceThread Pre-Class VoiceThread Assessments Formative In-Class Activities In-Class Activities In-Class Activities Post-Class VoiceThread Post-Class VoiceThread Post-Class VoiceThread Assessments Formative Assessments Summative Individual Assessments: Exams, Essays, ProjectsTuesday, June 21, 2011
  • Mobile LecturesF2F Class Tr ansfor mation listen or read (pause, rewind, replay) Taminator on Flickr #OTC11Tuesday, June 21, 2011
  • by Robert the NoidTuesday, June 21, 2011
  • pre- and post-class Online Formative AssessmentsF2F Class Tr ansfor mation #OTC11Tuesday, June 21, 2011
  • pre-class Online Formative AssessmentsF2F Class Tr ansfor mation #OTC11Tuesday, June 21, 2011
  • post-class Online Formative AssessmentsF2F Class Tr ansfor mation #OTC11Tuesday, June 21, 2011
  • Departing students leave “advice for success” for incoming students.Tuesday, June 21, 2011
  • wiki pageTuesday, June 21, 2011
  • USE THEM! •“Call a Friend” Surveys Flickr •Poll Everywhere r on (free, texting turns phones into clickers) Ferre Jofre • Have students participate in a e by imag Twitter backchannel. cloud • Send scheduled tweets during class (ask questions for students to reply to) #OTC11Tuesday, June 21, 2011
  • Student Comments:F2F Class Tr ansfor mation evidence of deep learning “In traditional lecture classes you feel like you are being forcefed the information, but in this class you felt like you were living the history in each of the learning units and truly connecting to the material.” #OTC11Tuesday, June 21, 2011
  • Student Comments:F2F Class Tr ansfor mation evidence of deep learning “The material presented in this class prompted me to evaluate my experiences as a female in terms of my connections to females who have lived before me, females now and those who will soon arrive on the scene.” #OTC11Tuesday, June 21, 2011
  • Student Comments:F2F Class Tr ansfor mation evidence of deep learning “[The class] made me look at the images I see every day in a new way. I also liked the way that the class was set up. I think that more classes should be taught this way.” #OTC11Tuesday, June 21, 2011
  • Student Comments:F2F Class Tr ansfor mation evidence of deep learning “I learned more than I ever thought I would. ... I will take some of the lessons I learned here with me for the rest of my life.” #OTC11Tuesday, June 21, 2011
  • Student Comments:F2F Class Tr ansfor mation evidence of deep learning “I have to admit it did take a little getting use to, and did require you to become a little more organized, BUT the richness in the information was a wonderful trade off. I feel as though I walked through the 1920s in Paris and was able to breathe in the atmosphere...” #OTC11Tuesday, June 21, 2011
  • F2F Class Tr ansfor mation STUDENT SURVEY RESULTS #OTC11Tuesday, June 21, 2011
  • STUDENT SURVEY RESULTS - HOW’D IT GO?F2F Class Tr ansfor mation 27 respondents (77% response rate) 4% 4% Under 24 7% 24-28 4% 28-35 35-43 44-50 50-62 over 62 81% #OTC11Tuesday, June 21, 2011
  • THE INSTRUCTOR USED TECHNOLOGY IN SUPPORT OF MY LEARNING.F2F Class Tr ansfor mation 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree #OTC11Tuesday, June 21, 2011
  • OVERALL, HOW WOULD YOU RATE THE QUALITY OF YOUR LEARNING EXPERIENCE IN THIS CLASS?F2F Class Tr ansfor mation 80% 60% 40% 20% 97% = very Very successful/ Successful Mostly Successful Neutral 0% mostly Mostly Unsuccessful Very successful Unsuccessful #OTC11Tuesday, June 21, 2011
  • HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THEF2F Class Tr ansfor mation LEARNING OBJECTIVES. 70% 52.5% 35% 17.5% 92.5% = Strongly Agree Agree strongly agreed/ 0% Neutral agreed Disagree #OTC11Tuesday, June 21, 2011
  • WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE?F2F Class Tr ansfor mation 0.500 40% 0.375 30% 0.250 15% 15% 0.125 read listened both 0 sometimes read, sometimes neither #OTC11 listened (Pacansky-Brock, 2008)Tuesday, June 21, 2011
  • WHY DID YOU CHOOSE THIS LECTURE FORMAT?F2F Class Tr ansfor mation 0.700 67% 0.525 0.350 22% 0.175 Meets my learning Most 11% 0 style convenient It’s what I’m for me used to Didn’t want doing to deal with more technology #OTC11 (Pacansky-Brock, 2008)Tuesday, June 21, 2011
  • BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WASF2F Class Tr ansfor mation MORE RELEVANT TO MY OWN LEARNING. 0.500 41% 40% 0.375 0.250 15% 0.125 Strongly Agree Agree Neutral 4% 0 Disagree 81% = strongly Strongly Disagree agree/agree #OTC11 (Pacansky-Brock, 2008)Tuesday, June 21, 2011
  • I SPENT MORE TIME ON OUT-OF-CLASS ASSIGNMENTS IN THIS CLASS THAN I WOULDF2F Class Tr ansfor mation IN A TRADITIONAL LECTURE CLASS. 50% 48% 37.5% 33% 25% 12.5% Strongly Agree 11% 81% = strongly Agree Neutral 7% 0% agreed/agreed Disagree Strongly Disagree #OTC11Tuesday, June 21, 2011
  • F2F Class Tr ansfor mation Effect on Success and Retention? #OTC11Tuesday, June 21, 2011
  • 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTIONF2F Class Tr ansfor mation 0.900 90% 83% 83% “flipped” classroom 0.675 67% traditional classroom 0.450 0.225 Success: # enrolled at census divided by the number of students who end with an A, B, or C Success 0 Retention Retention: # enrolled at census divided by the number enrolled at #OTC11 end of term.Tuesday, June 21, 2011
  • THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSEF2F Class Tr ansfor mation LEARNING OBJECTIVES. 0.900 0.675 0.450 0.225 Strongly Agree Agree 0 Neutral Disagree #OTC11Tuesday, June 21, 2011
  • THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST.F2F Class Tr ansfor mation 81% = strongly agreed/agreed 0.500 41% 40% 0.375 0.250 0.125 15% Strongly Agree Agree Neutral 0 Disagree Strongly Disagree #OTC11Tuesday, June 21, 2011
  • Student InterviewF2F Class Tr ansfor mation Listen to the full 20-minute interview on my blog. go to: mpbreflections.blogspot.com click on: “Presentations” #OTC11Tuesday, June 21, 2011
  • Reflections How can we incentivize innovation?Tuesday, June 21, 2011
  • Michelle Pacansky-Brock blog: http://mpbreflections.blogspot.com @brocanskyTuesday, June 21, 2011
  • Evaluation Survey Help us improve our conference by filling out a short online evaluation survey: http://www.surveymonkey.com/s/11OTC_0624_GeneralTuesday, June 21, 2011