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Teaching Symposium 2013: Plenary - Staying on Course
 

Teaching Symposium 2013: Plenary - Staying on Course

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Dr. Cory Lock, St. Edward's University
Dr. Rebecca Frost Davis, St. Edward's University

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  • New Media Consortium and Educause. Next year, 2-3 years, 4-5 years
  • The Annual Report 2007, Experiences That Matter: Enhancing Student Learning and Success, explores the relationships between effective educational practice and selected aspects of student success in college. 2007: NSSE issues “Connecting the Dots,” a report analyzing the relationships between student engagement and selected outcomes, and the institutional practices and conditions that foster student success. Criticism: does not necessarily predict student grades or retention rates
  • Enriching educational experiences: Participating in: Internships, Community service, Global learning (foreign language coursework, study abroad), Independent study, Capstone, Co-curricular activities, Learning communities. ALSO: Diversity: Talking with students of different religious beliefs, racial or ethnic background, political opinions, or values. ALSO: Using electronic technology to discuss or complete assignmentWabash Study:(Clear and organized classroom instruction—importance of faculty development), Deep learning
  • 2011. Blended courses? Flipped classroom?
  • Draws from NSSE. George Kuh’s High-Impact Educational Practices (2008). Find out how he got this!Promote skills from “what employers want” (teamwork, written and oral communication, …)
  • To assess its Essential Learning Outcomes
  • Simon will give you more details on MOOCs in the next session. For now, I’ll point out that there are two competing visions of MOOCs. What I like to think of as the industrial MOOC and the networked or connectivist MOOC.cMOOCs or connectivist MOOCs offer an alternative vision for MOOCs that focus more on the network effect—the benefits you get from many students but also the idea that networks are heterogeneous and you can find the piece of the network that works for you.The goal of these courses is networked learning seen as an important skill in a world articulated by digital networks
  • Doing something together creates meaningful exchangesFemTechNet—new course on feminism and technology—local courses linked together
  • Links to goal of improving student learning—liberal arts college academic mission.Bryn Mawr involved many other liberal arts colleges, including Kenyon—see Joe & Simon.
  • Learning analytics, mastery, metacognition, student learningBryn Mawr uses these resources—to give students more time on task while freeing instructor time for other activities. To give just one example, students in a “half-semester introductory chemistry course designed for students with weak science and math backgrounds” are using OLI chemistry modules to catch up. Those who need more practice on key concepts can do it on their own time to gain mastery of the material.
  • The OLI learning modules allow students to practice without risking grades. Since feedback is automatic, they don't have to wait, and instructors don’t have to spend time grading. Instructors also benefit from this formative assessment, because they can track students’ progress and adapt their instruction on the individual and group level to meet student needs. Students ask better questions because had a better understanding of what they didn’t knowThese modules also allow the instructor to flip the classroom and “devote class time to focus on problem solving instead of lecturing and target areas where students need the most help.”Discussion at breakfast with Martin Madsen who teaches physics at WabashMastery as goal especially when paired with class discussions, thought problems, or group projects to apply skills and concepts they were expected to master
  • Commercial solutions in economics and chemistry of similar quality but more expensiveStudents challenged with basic math skills had psychological barriers to learning math (not lack or exposure or need for more practice) needed to break through idea that math was an innate skill that they lacked; such students benefit from interactive, face to face approaches
  • Cf. SUNY Geneseo open textbook initiative, as well as the Temple example
  • Motivation for DH at SLAC: educating citizens for a globally networked worldLet’s dig deeper into the context
  • They also defined high impact practicesSo what do these things look like in a digital context?

Teaching Symposium 2013: Plenary - Staying on Course Teaching Symposium 2013: Plenary - Staying on Course Presentation Transcript