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Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
Supersizing the Classroom: 3000 Students & Beyond
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Supersizing the Classroom: 3000 Students & Beyond

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Talk that John Boyer and Katie Pritchard gave at SXSW on March 10, 2012.

Talk that John Boyer and Katie Pritchard gave at SXSW on March 10, 2012.

Published in: Education, Technology
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  • Transcript

    • 1. Expanding Engagement to Thousands:Super-sizing the Classroom to 3000, and Beyond John Boyer (joboyer@vt.edu) @plaidavenger Geography,Virginia Tech #the3000 Katie Pritchard (kpritcha@vt.edu) @katiepritchard Geography,Virginia Tech
    • 2. Expanding Engagement to Thousands:Super-sizing the Classroom to 3000, and BeyondBringing the World Into World Regions John Boyer (joboyer@vt.edu) @plaidavenger Geography,Virginia Tech #the3000 Katie Pritchard (kpritcha@vt.edu) @katiepritchard Geography,Virginia Tech
    • 3. Expanding Engagement to Thousands:Super-sizing the Classroom to 3000, and BeyondBringing the World Into World Regions ...and World Regions to the world John Boyer (joboyer@vt.edu) @plaidavenger Geography,Virginia Tech #the3000 Katie Pritchard (kpritcha@vt.edu) @katiepritchard Geography,Virginia Tech
    • 4. Our Ultra-Large Class Basic Philosophy
    • 5. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates
    • 6. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach:
    • 7. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments
    • 8. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications
    • 9. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications -Increased interactions among all players
    • 10. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications -Increased interactions among all playersThus...
    • 11. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications -Increased interactions among all playersThus... -Is learner-centered to allow students to engage and learn in ways best suited for them
    • 12. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications -Increased interactions among all playersThus... -Is learner-centered to allow students to engage and learn in ways best suited for them -Students are treated as individuals, take “ownership”
    • 13. Our Ultra-Large Class Basic Philosophy-The instinct is to over-structure, have well-defined guidelines, and rigid due dates -We have adopted the opposite approach: -Maximum flexibility in assignments -Maximum flexibility in communications -Increased interactions among all playersThus... -Is learner-centered to allow students to engage and learn in ways best suited for them -Students are treated as individuals, take “ownership”....and in doing these things, we have found thata GROUP SYNERGY evolves organically
    • 14. About our courseTitle: World Regions (Geography 1014)Students: 2750Live Lecture: Monday 7pm-9:45pmOptional films shown Tuesday or Wednesday at 7pm
    • 15. About our courseTitle: World Regions (Geography 1014)Students: 2750Live Lecture: Monday 7pm-9:45pmOptional films shown Tuesday or Wednesday at 7pmThe content: what every student oughtto know about the rest of theworld....but doesn’t.
    • 16. In the classroom: 2 large screens set up - one withlecture and other with rotating regional slides
    • 17. A classroom of thousands is kind of weird....
    • 18. A classroom of thousands is kind of weird....
    • 19. Weird approaches....different language, different formats, different mediums, different assessment options....
    • 20. Weird approaches....different language, different formats, different mediums, different assessment options....
    • 21. Weird approaches....different language, different formats, different mediums, different assessment options.... A weird textbook
    • 22. Weird approaches....different language, different formats, different mediums, different assessment options.... A weird Weird textbook graphic approach
    • 23. Weird approaches....different language, different formats, different mediums, different assessment options.... A weird Weird textbook A weird dude graphic approach
    • 24. Aweird site
    • 25. A weird grading system... Diversity of student assessment options1)13 weekly quizzes x 30pts=400 (+10 for doing all 13)2)Midterm Exam=1253)Final Exam=1254)World Leaders Exam 50x2 =100 (+10 for dressing up)5)Films 10x15pts=150 (15pts each up to 150)6)Non-class events paper=25/each7)Atlas quizzes (11)=110 1050 points = A8)Twitter Assignment=2009)Forum Commenting (14wks) =210 950 points = B10)Geographic Film Review=25/each etc.11)Flash Quizzes=???12)Random Attendance=???13)Plaid Correspondents/Artists=???Total! 1500+ ???
    • 26. A weird grading system... Diversity of student assessment options1)13 weekly quizzes x 30pts=400 (+10 for doing all 13)2)Midterm Exam=1253)Final Exam=1254)World Leaders Exam 50x2 =100 (+10 for dressing up)5)Films 10x15pts=150 (15pts each up to 150)6)Non-class events paper=25/each7)Atlas quizzes (11)=110 1050 points = A8)Twitter Assignment=2009)Forum Commenting (14wks) =210 950 points = B10)Geographic Film Review=25/each etc.11)Flash Quizzes=???12)Random Attendance=???13)Plaid Correspondents/Artists=???Total! 1500+ ???...but let’ get back to how we use all this crazycrap and new technologies to teach thousands
    • 27. How we do it(and the technologies that help)
    • 28. How we do it (and the technologies that help)Communications
    • 29. How we do it (and the technologies that help)CommunicationsCommunity building and social networking
    • 30. How we do it (and the technologies that help)CommunicationsCommunity building and social networkingFuture endeavors
    • 31. How we do it (and the technologies that help)Communications
    • 32. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-student
    • 33. Ways to stay connected... -New: Subscribe to Professor Boyer on Facebook - facebook.com/joboyer -Like the Plaid Avenger onFacebook - facebook.com/plaidavenger -Follow the Plaid Avenger on Twitter - twitter.com/plaidavenger -Join Turntable.fm and play tunes in The International Spin room - turntable.fm/the_international_spin-Use the class Twitter hashtag #wrvt to interactwith fellow students, ask questions, and get info
    • 34. Increased interactionsProfessor Facebook/Twitter - class notices, quickpolling
    • 35. https://www.facebook.com/joboyer/posts/10100476933837623
    • 36. Increased interactionsProfessor Facebook/Twitter - class notices, quickpollingTwitter - Class hashtag
    • 37. http://tweetchat.com/ room/wrvt
    • 38. http://tweetchat.com/ room/wrvt
    • 39. Increased interactionsProfessor Facebook/Twitter - class notices, quickpollingTwitter - Class hashtag Poll Everywhere - In class on the spot polling
    • 40. Increased interactionsProfessor Facebook/Twitter - class notices, quickpollingTwitter - Class hashtag Poll Everywhere - In class on the spot pollingUstream - Online office hours
    • 41. Ustream http://www.ustream.tv/channel/prof.-boyers-office-hours
    • 42. spreecast
    • 43. Increased interactionsProfessor Facebook/Twitter - class notices, quickpollingTwitter - Class hashtag Poll Everywhere - In class on the spot pollingUstream - Online office hours Video podcasts - current events, other topics
    • 44. Blogs/Podcasts -continued dialogue -expanded, tag- able, content http://www.plaidavenger.com/plaidcasts/all/
    • 45. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking
    • 46. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction
    • 47. Plaid forums = students posting and discussingcurrent event news stories w/regional themes
    • 48. A word on our Forums assignment.....
    • 49. A word on our Forums assignment.....
    • 50. A word on our Twitter assignment.....http://twitter.com/#!/list/plaidavenger/ world-leaders
    • 51. A word on our newest assignment: Delicious
    • 52. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction
    • 53. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction -Student input creating shared knowledge
    • 54. International interview = students inputingknowledge into the system http://www.plaidavenger.com/international- interviews/all/
    • 55. Turntable.fm = Playing international music
    • 56. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction -Student input creating shared knowledge
    • 57. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction -Student input creating shared knowledge -Networking to ‘experts’ outside the classroom
    • 58. The Way - Shout Out
    • 59. The Way - Shout Out
    • 60. The Way - Shout Out
    • 61. The Way - Shout Out
    • 62. The Way - Shout Out
    • 63. Skype: bringing the world into the classroom
    • 64. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction -Student input creating shared knowledge -Networking to ‘experts’ outside the classroom
    • 65. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Content driven exercises that create interaction -Student input creating shared knowledge -Networking to ‘experts’ outside the classroom....and in doing these things, we have found that aGROUP SYNERGY evolves organically
    • 66. Bouncing Cats Invisible Children
    • 67. “Open invitation” from Aung San Suu Kyi
    • 68. Group Synergy...creating community
    • 69. Group Synergy...creating communityShadow Cabinet taking on life of its own
    • 70. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...
    • 71. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music...
    • 72. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music... Students “owning” their class
    • 73. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music... Students “owning” their class ex. FB cheaters
    • 74. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music... Students “owning” their class ex. FB cheaters ex. ‘The Way’, Aung San Suu Kyi, Invisible Children
    • 75. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music... Students “owning” their class ex. FB cheaters ex. ‘The Way’, Aung San Suu Kyi, Invisible Children Students stay connected long after class ends through Facebook and Twitter = life long learners
    • 76. Group Synergy...creating communityShadow Cabinet taking on life of its own Hashtag has become valuable communications tool, beyond our uses...Turntable.fm interaction has become much morethan music... Students “owning” their class ex. FB cheaters ex. ‘The Way’, Aung San Suu Kyi, Invisible Children Students stay connected long after class ends through Facebook and Twitter = life long learners Students get INSPIRED
    • 77. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Geo-content driven exercises that create interaction -Student input creating geo-knowledge -Networking to ‘experts’ outside the classroom....and in doing these things, we have found that aGROUP SYNERGY evolves organically
    • 78. How we do it (and the technologies that help)Communications -Overcoming distance between instructor-to-students, and student-to-studentCommunity building and social networking -Geo-content driven exercises that create interaction -Student input creating geo-knowledge -Networking to ‘experts’ outside the classroom....and in doing these things, we have found that aGROUP SYNERGY evolves organicallyFuture endeavors
    • 79. Future endeavors....
    • 80. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge...
    • 81. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge... Isn’t everyone in the world an ‘expert’ in something?
    • 82. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge...
    • 83. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge... -Creating more social networks of “specialists” (in our case, ‘regional’ and local experts) at the global scale to visit each other’s classrooms...
    • 84. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge... -Creating more social networks of “specialists” (in our case, ‘regional’ and local experts) at the global scale to visit each other’s classrooms...
    • 85. Future endeavors....-Creating more student-derived content exercisespushing them out into the real world to bring backknowledge... -Creating more social networks of “specialists” (in our case, ‘regional’ and local experts) at the global scale to visit each other’s classrooms... -Building an on-line community classrooms to share common-time real events like guest speakers and international films....
    • 86. FIlm is a powerful community-building tool....
    • 87. FIlm is a powerful community-building tool....
    • 88. Technologies in the classroom are not just gimmicks:HARNESS THE TOOLS!
    • 89. Technologies in the classroom are not just gimmicks:HARNESS THE TOOLS! Students don’t have to be passive: HARNESS THEIR KNOWLEDGE!
    • 90. Technologies in the classroom are not just gimmicks:HARNESS THE TOOLS! Students don’t have to be passive: HARNESS THEIR KNOWLEDGE!You don’t have to do it alone:HARNESSCOMMUNITY-BUILDING EFFORTS!
    • 91. Technologies in the classroom are not just gimmicks:HARNESS THE TOOLS! Students don’t have to be passive: HARNESS THEIR KNOWLEDGE!You don’t have to do it alone:HARNESSCOMMUNITY-BUILDING EFFORTS! Large classes can make large demands: HARNESS THE POTENTIAL!
    • 92. Closing thoughts...
    • 93. Closing thoughts...Why wouldn’t we EXPECT that “stars” would want to sharetheir knowledge with a motivated focused group of folks?
    • 94. Closing thoughts...Why wouldn’t we EXPECT that “stars” would want to sharetheir knowledge with a motivated focused group of folks? Classrooms of the future (esp. college) are going to HAVE to provide meaningful and special experiences...otherwise, what’s the point?
    • 95. Closing thoughts...Why wouldn’t we EXPECT that “stars” would want to sharetheir knowledge with a motivated focused group of folks? Classrooms of the future (esp. college) are going to HAVE to provide meaningful and special experiences...otherwise, what’s the point? Anyone or any system can produce content consumable by millions... ....but that is not teaching, that is TV.
    • 96. Closing thoughts...Why wouldn’t we EXPECT that “stars” would want to sharetheir knowledge with a motivated focused group of folks? Classrooms of the future (esp. college) are going to HAVE to provide meaningful and special experiences...otherwise, what’s the point? Anyone or any system can produce content consumable by millions... ....but that is not teaching, that is TV.Teaching is the art of the educational conversation...which is a 2-way street, or perhaps in our age, a multi-lane superhighway
    • 97. Don’t forget to rate our talk on the SXSW mobile app! Thanks!

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