Teaching Without Walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0 learning


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A presentation shared at the DET/CHE Conference in San Diego on Dec 1, 2010. Includes an overview of a community college learning experiment in which lectures were shared mobilly with students (in audio and text format), VoiceThread was used for pre- and post-class online assessments, and class time was freed up for active learning, fostering higher level learning skills and deep learning.

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Teaching Without Walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0 learning

  1. 1. Teaching Without Walls: Michelle Pacansky-Brock brocansky@gmail.com http://mpbreflections.blogspot.com byJofreFerreronFlickr brocansky a learning experiment Monday, November 29, 2010
  2. 2. Keys to Improving College Degree Attainment Rate: • More deep learning, less rote memorization • Faculty development should foster new ways of teaching to meet today’s students’ learning preferences and challenges http://www.ccsse.org/ Monday, November 29, 2010
  3. 3. Monday, November 29, 2010
  4. 4. Lectures made sense when access to precious books was scarce. Monday, November 29, 2010
  5. 5. Times have changed. Monday, November 29, 2010
  6. 6. Why hasn’t this changed? Monday, November 29, 2010
  7. 7. How CanTechnology Be UsedTo: •create more time for active learning in undergraduate classes that rely heavily on lecture? •foster inclusive learning environments that meet the needs of more students? •increase personal connections between students and instructor beyond the classroom? Monday, November 29, 2010
  8. 8. ©LaurieBurruss Face-to-Face Learning from this to this Monday, November 29, 2010
  9. 9. spend more face-to-face time applying, analyzing, synthesizing, evaluating spend less face-to-face time lecturing Monday, November 29, 2010
  10. 10. What is deep learning? “Deep learning — learning associated with higher- order cognitive tasks — is typically contrasted with rote memorization. Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations.” “The Heart of Student Success.” http://www.ccsse.org/ Monday, November 29, 2010
  11. 11. Time for a 21st Century Makeover! Monday, November 29, 2010
  12. 12. Leverage the Potential of “Untethered Learning” “Untethered Learning” is a term coined by Julie Evans of ProjectTomorrow. Monday, November 29, 2010
  13. 13. Mobile Lectures read Taminator on Flickr listen (pause, rewind, replay) or Monday, November 29, 2010
  14. 14. Effect on Student Learning? Monday, November 29, 2010
  15. 15. HAVINGTHE OPTIONTO READ OR LISTENTO A LECTURE INCREASED MY ABILITYTO ACHIEVETHE LEARNING OBJECTIVES. 0% 17.5% 35% 52.5% 70% Strongly Agree Agree Neutral Disagree 92.5% = strongly agreed/ agreed Monday, November 29, 2010
  16. 16. WHEN GIVENTHE OPTIONTO READ OR LISTENTO A LECTURE,WHICH OPTION DIDYOU CHOOSE? 0% 12.5% 25% 37.5% 50% read listened both sometimes neitherread, sometimes listened 40% 15% 30% 15% Monday, November 29, 2010
  17. 17. WHY DIDYOU CHOOSETHIS LECTURE FORMAT? 0% 17.5% 35% 52.5% 70% Meets Most It’s what I’m Didn’t want my learning style to deal with more technology convenient for me used to doing 67% 22% 11% Monday, November 29, 2010
  18. 18. Online Pre- and Post-Class Formative Assessments cloud application no cost to student provides conversations around media comments in voice, video or text Monday, November 29, 2010
  19. 19. pre-class Online Formative Assessments Monday, November 29, 2010
  20. 20. post-class Online Formative Assessments View example online: http://www.youtube.com/watch?v=D20toUUM5mw Monday, November 29, 2010
  21. 21. Summative Assessments Individual Essays/Short Answer/Multiple Choice Post-ClassVoiceThread Research Project of Student’s Choice Learning Unit Pre-ClassVoiceThread Post-ClassVoiceThread Post-ClassVoiceThread In-Class Activities Mobile Lecture Reading Learning Unit Learning Unit In-Class ActivitiesIn-Class Activities Pre-ClassVoiceThreadPre-ClassVoiceThread Mobile Lecture Reading Mobile Lecture Reading Learning Objectives Learning Objectives Learning Objectives Monday, November 29, 2010
  22. 22. THEVARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACHTHE COURSE LEARNING OBJECTIVES. 0% 22.5% 45% 67.5% 90% Strongly Agree Agree Neutral Disagree Monday, November 29, 2010
  23. 23. • “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.” Student Feedback: VoiceThread Monday, November 29, 2010
  24. 24. Effect on Success and Retention? Monday, November 29, 2010
  25. 25. 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION 0 0 0 1 1 Success Retention traditional method new method 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. 67% 83% 83% 90% Monday, November 29, 2010
  26. 26. Listen to the full 20-minute interview at: http://www.box.net/shared/eygt08tvmi Student Interview Monday, November 29, 2010
  27. 27. THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST. 0% 12.5% 25% 37.5% 50% Strongly Agree Agree Neutral Disagree Strongly Disagree 81% = strongly agreed/agreed 41% 40% 15% Monday, November 29, 2010
  28. 28. BY COMPLETINGTHE LECTURES OUTSIDETHE CLASSROOM,THETIME WE SPENT IN CLASS WAS MORE RELEVANTTO MY OWN LEARNING. 81% = strongly agree/agree 0% 12.5% 25% 37.5% 50% Strongly Agree Agree Neutral Disagree Strongly Disagree 41% 41% 15% 4% Monday, November 29, 2010
  29. 29. “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.” Student Comments: 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.” Monday, November 29, 2010
  30. 30. Student Comments: 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.” “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 1920's in Paris and was able to breathe in the atmosphere...” Monday, November 29, 2010
  31. 31. Student Comments: 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.” “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.” Monday, November 29, 2010
  32. 32. Michelle Pacansky-Brock brocansky@gmail.com blog: mpbreflections.blogspot.com byValerie Everett on Flickr Monday, November 29, 2010