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NTLT 2012 - Keeping pace with a changing future keeping our place in a changing classroom
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NTLT 2012 - Keeping pace with a changing future keeping our place in a changing classroom

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  • One semester courseCompulsory100-levelBad reputation…marked tough…
  • Maybe replace this with a short summary of your experience… 100 words or so.. The 2 in the morning anxiety.. Began to feel I was past it… couldn’t like this new world students lived in world of social media where they were networked and in constant contact, but we academics were in a world where we were being warned to stay away from the same mediaStudents posting comments on walls that I couldn’t see… students were armed with tools that we weren’t allowed to use…. Must use the official online environment/channels, which students don’t use anyway…Intimidation: Media/publicStudentsEconomic climatePowerlessness: Increased demandsExclusionSocietal change
  • Feelings of being watched and measured.My plan to learn about newest teaching trends on Youtube failed that night. I could watch only five minutes of a lecture on homework engagement strategies, lecturer name unknown.I found audio recordings (Rob Plevin), but these also failed and I could only listen to small parts.This left me to try creating something and making meaning from the little I had. Not me vs them… we just didn’t understand each other…
  • Recognising the hidden students in our classes… fb, youtube, etc
  • Advantages: builds naturally into first-day icebreakers,easy to implement, could be collected for later use, can be used to personalise experiences with students, helps to form relationships/remember names, students chose what questions interested them.Disadvantages: Needs a creative icebreaker to mix students first. (I had one – so no problem!)
  • Advantages: easy to implement, done at the same time as public profiles, could be stored, gave advance warning about difficulties.Disadvantages: Full disclosure not guaranteed; questions may be misread/wrongly answered.Advantages: Students impressed at extra care; students take responsibility for problems; excuses are eliminated; extra time used is really SAVED; frequently used links prepared in advance; trust created by meeting students’ needs early; online, yet off-campus, presence is felt; email addresses are added to mailing list efficiently; email addresses are tested; students encouraged to communicate and include me in their thinking process.Disadvantages: Extra time, possible dependency (but never happened!) Late additions miss out (but often have more problems.)
  • Advantages: All homework and readings in one place; no need to remind/use whiteboard; absent students could catch up; increased student participation; useful/apt reflections for class discussions; shy students communicated privately first; students saw HOW to use course readings and how to demonstrate participation; confidence increasedDisadvantages: For some students, ‘felt a bit like school’ (but this was appreciated.) Equally, this became an incentive, as students were promised they could stop after 6 weeks of demonstrating good engagement.
  • Advantages: Prepared students to focus, encouraged earliness, responded to readings using minimal lesson time, answered trivial questions or concerns, acknowledged students’ efforts; could be created from individual interesting ideas OR a common theme that emerged; opened up discussion between students.Disadvantages: Less effective if another class has the room first and goes over time.
  • Advantages: More open dialogue with students; could add forgotten details; could supplement weaker parts of the previous lesson; absent students stayed informed; encouragement at low-morale times; reminders about course work/office hours; demonstrated accountability and reflection to students; time was actually saved; took ‘ownership’ of Youtube’s ‘space’ and shared how/why I used it to make meaning.Disadvantage: A little extra time.
  • Advantages: Students volunteered contributions; some were Youtube clips, inviting comment on choices; students felt more comfortable taking risks/discussing subject material; established leadership in online spaces; independence/creativity encouraged; students remained accountable; students could have input into their learning process; could offset long-term problems with frustrated students.Disadvantages: Possible misuse, could exacerbate problems with students (but see above.) Lower participation, students wanted to know what they should write about.
  • Transcript

    • 1. Keeping pace with a changingfuture: keeping our place in a changing classroom Rebecca Freeman Massey University NTLT Conference 2012, Nelson
    • 2. reporterstudentneighbourfriend
    • 3. Background/context/delivery
    • 4. May, 2012
    • 5. Forced Adaptation: Me vs. ‘Them’?
    • 6. THEMES(Youtube)•Require a response from students•Specify what engaged behaviour looks like•Reward engagement•Require reflection on performance as a learner(Plevin)•Develop trust by meeting a need early(Me)•Learn about problems before it’s too late to help.
    • 7. How were students and public actually feeling?Intimidation or miscommunication?•Students want our presence and guidance in virtualspaces, not just the classroom or the campus website.• To varying degrees, we should manage these spacesas we would manage the classroom and students.•Not doing so is comparable to ignoring a difficultand potentially overpowering student. What are thepossible consequences of this?
    • 8. NEW STRATEGIESPublic Profile forms/sheets“Dear Rebecca, I remember thefirst day of the class, when we didthe personalprofiles. I did _____ and he didmine. It was and still is a greaticebreaker. I think most of us werenervous on the first day, I know Iwas. I justremember it as a great way ofputting everyone at ease. Thanks.”
    • 9. Private Profile forms/sheets (in conjunction with ‘Link Bombs’) “Thank you for the email, I have never had a tutor who is so interactive and personalised like you are. I am very certain that with your guidance I will uncover and polish my hidden talent!” “It’s very welcoming that you have interest in helping each individual and learning about them and I thank you for that.”
    • 10. GUIDED HOMEWORK (WITH PRE-CLASS ANIMATIONS)“Im finding the course so far really enjoyable and myboyfriend is in a different academic writing class and bythe sounds of it, you are giving us way more explanationand help to us understand the content better. I think thatthe homework sheets you gave us were really helpfulthrough out the first half of the class, as it definitely gotme doing the work and not forgetting about it, like someof my other classes.“
    • 11. PRE-CLASS ANIMATIONS(In passing, from a colleague): “…yourclass think youre great! :) They loveyour animation*s+. :)”
    • 12. WEEKLY EMAIL TO STUDENTS:Dear Students,Thank you for your hard work yesterday! The assessed peer review isalways confusing, because our paper schedules it over two weeks. Therewill be a class on Monday, 1st October. There will be no other classesuntil Thursday, 11th October, when we will all meet as normal>>I have also included a few resources here. You probably dont have time to lookat them all in the lead-up to your draft, so you could put them to best use whenlooking at everybody elses drafts or when revising your own after peer review.http://www.youtube.com/watch?v=Hw-eGT_7llQ -- This has a basic guide tousing opposing views if anybody is lost, but you should disregard before2:24, as you must have evidence for all the opinions you provide in thisassignment. You should also IGNORE the citation method shown here. At2:58, you will notice that everything is written in the passive voice.This is one way to do it, but it is less useful for clarity. Vary youroptions, but my preferred approach is the one offered at 4:23.
    • 13. THE FINAL PHASE: WEEKLY HOMEWORK EMAIL “I now find myself seeing rhetorical strategies in everyday things, especially advertising. I feel I am able to critically analyse text much more effectively than before, and I now see the importance of double checking facts with secondary sources. “
    • 14. FINDINGS•Small adjustments to existing materialsbrought the biggest results; valuemeaning-making over newest technologyand combine new/old technology to suit.•Students actually become lessdemanding when reassured andsupported in their otherenvironments/spaces.
    • 15. HINDSIGHT 2:• Academics use pen and paper/human interaction toformulate ideas. Technology is for giving/ observingperformances of those ideas.•Today’s students use screen time to formulate ideas . Atuniversity, written work and interpersonal discussion feel likeperformances for teachers’ benefit.•‘Performance anxiety’ can disengage screen-time learners inclass.•We can use technology to establish a common ground.
    • 16. •We are all combining various technologies with oldtechniques.•We are also all combining technologies of various ages,so ‘having the latest’ is not a requirement.•We do not need to use technology for the entire course,but we can begin where students feel comfortable, to :1. Lure them away from screen time into independent learning/discussion/writing for university.2. Help them become discerning and learn how to create meaning from technology.
    • 17. •“…there is likely to be a significantdisjuncture between present-day approaches to supportingstudent writers and thedigital textual environments within which students areimmersed…”•“…undergraduates *are+ engaging in a range of modes,integrating written,visual and multimodal texts as part of the process of meaning-making.”•“…both people and technological applicationsare…participants.”

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