Teaching in the Age of Participation: Governors State University

Teaching in the Age of Participation Michelle Pacansky-Brock @brocansky image credit: Laurie BurrussTuesday, June 7, 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 ClassTuesday, June 7, 2011

HOW DO WE GET THERE? by Asma on FlickrTuesday, June 7, 2011

Tuesday, June 7, 2011

by Thomas Hawk on FlickrTuesday, June 7, 2011

http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications 9Tuesday, June 7, 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/217333Tuesday, June 7, 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 Source: YouTube, http://www.youtube.com/t/press_statisticsTuesday, June 7, 2011

•Average of 450,000 new accounts per day •One billion tweets sent per week years in last year •Twitter mobile: 182% increase old Source: Twitter, http://blog.twitter.com/2011/03/numbers.htmlTuesday, June 7, 2011

“THE ERA OF PARTICIPATION”Tuesday, June 7, 2011

Visualization of Tweets including #Jan25 sent on: Feb 11, 2011 by André Panisson using GephiTuesday, June 7, 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 7, 2011

The internet is a delivery method.Tuesday, June 7, 2011

The internet is a culture grounded in participatory learning.Tuesday, June 7, 2011

TIME FOR A CHANGETuesday, June 7, 2011

O n l i n e C l a s s Tr a n s fo r m a t i o n “The best part of the class was seeing your face pop up and start speaking to us each week.” -Online StudentTuesday, June 7, 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 FlickrTuesday, June 7, 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 textTuesday, June 7, 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 7, 2011

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 nTuesday, June 7, 2011

F2F Transformation?Tuesday, June 7, 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.Tuesday, June 7, 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 DomainTuesday, June 7, 2011

A NEW MODELTuesday, June 7, 2011

“Untethered Learning” Julie Evans, Project TomorrowTuesday, June 7, 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 7, 2011

Mobile LecturesF2F Class Tr ansfor mation listen or read (pause, rewind, replay) Taminator on FlickrTuesday, June 7, 2011

by Robert the NoidTuesday, June 7, 2011

pre- and post-class Online Formative AssessmentsF2F Class Tr ansfor mationTuesday, June 7, 2011

pre-class Online Formative AssessmentsF2F Class Tr ansfor mationTuesday, June 7, 2011

post-class Online Formative AssessmentsF2F Class Tr ansfor mationTuesday, June 7, 2011

F2F Class Tr ansfor mation Course Outcome: Identify signiﬁcant achievements made by women artists. My Problem: How can I encourage students to construct this knowledge together, rather than have tell them?Tuesday, June 7, 2011

The Wiki Challenge: A creative, fun activity fostering collaborativeF2F Class Tr ansfor mation construction of information 1. In class, one student “contestant” is assigned to each artist covered in the current learning unit. 2. In class, each “contestant” leads a small group through information discovery, as they use books and smartphones to identify key ideas about the artist’s life and accomplishments. 3. After class, each “contestant” writes summary of the key ideas on their respective wiki page (which is set up by the professor). 4. In next class, each “contestant” presents their page to the class. Professor approves or suggests revisions. 5. At end of term, the professor uses the content on the wiki create the exam. Students study the student-generated wiki.Tuesday, June 7, 2011

WIKIS: COLLABORATIVE CONSTRUCTION OF KNOWLEDGEF2F Class Tr ansfor mation The Ch Wik alle i nge !Tuesday, June 7, 2011

STUDY THIS!Tuesday, June 7, 2011

Departing students leave “advice for success” for incoming students.Tuesday, June 7, 2011

wiki pageTuesday, June 7, 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)Tuesday, June 7, 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.”Tuesday, June 7, 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.”Tuesday, June 7, 2011

Student Comments:F2F Class Tr ansfor mation evidence of deep learning “I really enjoyed the class and I understood the content a lot better than I would have in just a traditional classroom setting.”Tuesday, June 7, 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.”Tuesday, June 7, 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...”Tuesday, June 7, 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.”Tuesday, June 7, 2011

F2F Class Tr ansfor mation STUDENT SURVEY RESULTSTuesday, June 7, 2011

HAVING THE OPTION TO READ OR LISTEN TO AF2F Class Tr ansfor mation LECTURE INCREASED MY ABILITY TO ACHIEVE THE LEARNING OBJECTIVES. 92.5% = strongly agreed/agreed (Pacansky-Brock, 2008)Tuesday, June 7, 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 listened (Pacansky-Brock, 2008)Tuesday, June 7, 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 (Pacansky-Brock, 2008)Tuesday, June 7, 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 (Pacansky-Brock, 2008)Tuesday, June 7, 2011

F2F Class Tr ansfor mation Effect on Success and Retention?Tuesday, June 7, 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 end of term.Tuesday, June 7, 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 DisagreeTuesday, June 7, 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 DisagreeTuesday, June 7, 2011

Student InterviewF2F Class Tr ansfor mation Listen to the full 20-minute interview at: http://bit.ly/mpbshareTuesday, June 7, 2011

Michelle Pacansky-Brock email: brocansky@gmail.com blog: http://mpbreﬂections.blogspot.com @brocanskyTuesday, June 7, 2011

Teaching in the Age of Participation: Governors State University

by Michelle Pacansky-Brock

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