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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 ...

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

    • Teaching Without Walls: a learning experiment by Jofre Ferrer on Flickr Michelle Pacansky-Brock brocansky@gmail.com http://mpbreflections.blogspot.com brocanskyMonday, November 29, 2010
    • 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.ccsse.org/Monday, November 29, 2010
    • Monday, November 29, 2010
    • Lectures made sense when access to precious books was scarce.Monday, November 29, 2010
    • Times have changed.Monday, November 29, 2010
    • Why hasn’t this changed?Monday, November 29, 2010
    • How Can Technology Be Used To: • 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
    • Face-to-Face Learning © Laurie Burruss from this to thisMonday, November 29, 2010
    • spend more face-to-face time applying, analyzing, synthesizing, evaluating spend less face-to-face time lecturingMonday, November 29, 2010
    • 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
    • Time for a 21st Century Makeover!Monday, November 29, 2010
    • Leverage the Potential of “Untethered Learning” “Untethered Learning” is a term coined by Julie Evans of Project Tomorrow.Monday, November 29, 2010
    • Mobile Lectures listen or read (pause, rewind, replay) Taminator on FlickrMonday, November 29, 2010
    • Effect on Student Learning?Monday, November 29, 2010
    • HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE LEARNING OBJECTIVES. 70% 52.5% 35% 17.5% 92.5% = strongly agreed/ Strongly Agree agreed Agree 0% Neutral DisagreeMonday, November 29, 2010
    • WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE? 50% 40% 37.5% 30% 25% 15% 12.5% 15% read listened 0% both sometimes read, sometimes neither listenedMonday, November 29, 2010
    • WHY DID YOU CHOOSE THIS LECTURE FORMAT? 70% 67% 52.5% 35% 22% 17.5% 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 technologyMonday, November 29, 2010
    • Online Pre- and Post-Class Formative Assessments cloud application no cost to student provides conversations around media comments in voice, video or textMonday, November 29, 2010
    • pre-class Online Formative AssessmentsMonday, November 29, 2010
    • post-class Online Formative Assessments View example online: http://www.youtube.com/watch?v=D20toUUM5mwMonday, November 29, 2010
    • Learning Unit Learning Unit Learning Unit Learning Objectives Learning Objectives Learning Objectives Reading Reading Reading Mobile Lecture Mobile Lecture Mobile Lecture Pre-Class VoiceThread Pre-Class VoiceThread Pre-Class VoiceThread In-Class Activities In-Class Activities In-Class Activities Post-Class VoiceThread Post-Class VoiceThread Post-Class VoiceThread Summative Assessments Individual Essays/Short Answer/Multiple Choice Research Project of Student’s ChoiceMonday, November 29, 2010
    • THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE LEARNING OBJECTIVES. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral DisagreeMonday, November 29, 2010
    • Student Feedback: 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.”Monday, November 29, 2010
    • Effect on Success and Retention?Monday, November 29, 2010
    • 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION 1 90% traditional method 83% 83% 1 new method 67% 0 0 Success: # enrolled at census divided by the number of students Success 0 who end with an A, B, or C Retention Retention: # enrolled at census divided by the number enrolled at end of term.Monday, November 29, 2010
    • Student Interview Listen to the full 20-minute interview at: http://www.box.net/shared/eygt08tvmiMonday, November 29, 2010
    • THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST. 50% 41% 40% 37.5% 25% 15% 12.5% Strongly Agree Agree 81% = strongly Neutral 0% agreed/agreed Disagree Strongly DisagreeMonday, November 29, 2010
    • BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS MORE RELEVANT TO MY OWN LEARNING. 50% 41% 41% 37.5% 25% 15% 12.5% Strongly Agree Agree 4% 0% Neutral 81% = strongly Disagree agree/agree Strongly DisagreeMonday, November 29, 2010
    • 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.” “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.”Monday, November 29, 2010
    • 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 1920s in Paris and was able to breathe in the atmosphere...”Monday, November 29, 2010
    • 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
    • by Valerie Everett on Flickr Michelle Pacansky-Brock brocansky@gmail.com blog: mpbreflections.blogspot.comMonday, November 29, 2010