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Teaching in the Age of Participation
 

Teaching in the Age of Participation

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Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: ...

Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html

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    Teaching in the Age of Participation Teaching in the Age of Participation Presentation Transcript

    • Teaching in the Age of Participation Michelle Pacansky-Brock brocansky@gmail.com @brocansky image credit: Laurie BurrussWednesday, April 27, 2011
    • MAKE IT SOCIAL! #InnovateOSUWednesday, April 27, 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 #InnovateOSUWednesday, April 27, 2011
    • HOW DO WE GET THERE? by Asma on FlickrWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 2011
    • by Thomas Hawk on Flickr #InnovateOSUWednesday, April 27, 2011
    • http://docentesenextremadura.wikispaces.com/ #InnovateOSU PALE.Web+2.0+applications 10Wednesday, April 27, 2011
    • “THE ERA OF PARTICIPATION” #InnovateOSUWednesday, April 27, 2011
    • “THE ERA OF PARTICIPATION” #InnovateOSUWednesday, April 27, 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 #InnovateOSUWednesday, April 27, 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 #InnovateOSU Source: YouTube, http://www.youtube.com/t/press_statisticsWednesday, April 27, 2011
    • •Average of 450,000 new accounts per day •One billion tweets sent per week years in last year •Twitter mobile: 182% increase old #InnovateOSU Source: Twitter, http://blog.twitter.com/2011/03/numbers.htmlWednesday, April 27, 2011
    • Visualization of Tweets including #Jan25 sent on: Feb 11, 2011 by André Panisson using Gephi #InnovateOSUWednesday, April 27, 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.Wednesday, April 27, 2011
    • © Laurie Burruss #InnovateOSUWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 2011
    • The internet is a delivery method.Wednesday, April 27, 2011
    • The internet is a culture grounded in participation and personalization.Wednesday, April 27, 2011
    • TIME FOR A CHANGEWednesday, April 27, 2011
    • #InnovateOSUWednesday, April 27, 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. #InnovateOSUWednesday, April 27, 2011
    • Keys to Improving College Degree Attainment Rate: • Moredeep learning, less rote memorization Center for Community College Student Engagement http://www.ccsse.org/ #InnovateOSUWednesday, April 27, 2011
    • creating g nin ear evaluating Increase F2F L ep time spent De on fostering analyzing these skills. applying ion understanding Reduce F2F zat time spent mori on fostering remembering Me these skills. te Ro Cognitive DomainWednesday, April 27, 2011
    • A NEW MODEL #InnovateOSUWednesday, April 27, 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, ProjectsWednesday, April 27, 2011
    • Mobile Lectures listen or read (pause, rewind, replay) Taminator on Flickr #InnovateOSUWednesday, April 27, 2011
    • “Untethered Learning” Julie Evans, Project Tomorrow #InnovateOSUWednesday, April 27, 2011
    • by Robert the NoidWednesday, April 27, 2011
    • peer-to-peer, participatory learning web-based application no cost to student provides conversations around media comments in voice, video or text #InnovateOSUWednesday, April 27, 2011
    • pre- and post-class Online Formative Assessments #InnovateOSUWednesday, April 27, 2011
    • pre-class Online Formative Assessments #InnovateOSUWednesday, April 27, 2011
    • Learning Unit Learning Objectives Reading Assignment Mobile Lecture Pre-Class VoiceThread In-Class Activities Post-Class VoiceThread #InnovateOSU Summative AssessmentWednesday, April 27, 2011
    • post-class Online Formative Assessments #InnovateOSUWednesday, April 27, 2011
    • WIKIS: COLLABORATIVE CONSTRUCTION OF KNOWLEDGE T he Ch Wik alle i nge Course Outcome: ! Identify significant achievements made by women artists. #InnovateOSUWednesday, April 27, 2011
    • STUDY THIS! #InnovateOSUWednesday, April 27, 2011
    • Departing students leave “advice for success” for incoming students.Wednesday, April 27, 2011
    • wiki pageWednesday, April 27, 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) #InnovateOSUWednesday, April 27, 2011
    • STUDENT SURVEY RESULTS #InnovateOSUWednesday, April 27, 2011
    • HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE LEARNING OBJECTIVES. 92.5% = strongly agreed/agreed #InnovateOSU (Pacansky-Brock, 2008)Wednesday, April 27, 2011
    • WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE? 0.500 40% 0.375 30% 0.250 15% 15% 0.125 read listened both 0 sometimes read, sometimes neither listened #InnovateOSU (Pacansky-Brock, 2008)Wednesday, April 27, 2011
    • WHY DID YOU CHOOSE THIS LECTURE FORMAT? 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 #InnovateOSU (Pacansky-Brock, 2008)Wednesday, April 27, 2011
    • BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS 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 #InnovateOSU (Pacansky-Brock, 2008)Wednesday, April 27, 2011
    • THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE LEARNING OBJECTIVES. 0.900 0.675 0.450 0.225 Strongly Agree Agree 0 Neutral Disagree #InnovateOSUWednesday, April 27, 2011
    • THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST. 0.500 41% 40% 0.375 0.250 15% 0.125 Strongly Agree 81% = strongly Agree Neutral 0 agreed/agreed Disagree Strongly Disagree #InnovateOSUWednesday, April 27, 2011
    • Effect on Success and Retention? #InnovateOSUWednesday, April 27, 2011
    • 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION 0.900 90% “flipped” classroom 83% 83% traditional classroom 0.675 67% 0.450 Success: # enrolled at census divided by the number of students 0.225 who end with an A, B, or C Success 0 Retention: # enrolled at census Retention divided by the number enrolled at end of term. #InnovateOSUWednesday, April 27, 2011
    • Feedback on Use of VoiceThread • “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.” • “... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.” #InnovateOSUWednesday, April 27, 2011
    • Student Interview Listen to the full 20-minute interview at: mpbreflections.blogspot.com/sharedresources #InnovateOSUWednesday, April 27, 2011
    • Wednesday, April 27, 2011
    • Michelle Pacansky-Brock email: brocansky@gmail.com blog: http://mpbreflections.blogspot.com @brocansky #InnovateOSUWednesday, April 27, 2011