With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, personalized learning software, mobile devices, learning analytics, OER, and MOOCs have been chipping away at the corners of higher education and traditional teaching. Technology-enhanced learning is here to stay and it will alter formal education, like it or not. This is a guide to navigating and thriving in this new world and preparing yourself and students for what is to come.
Surviving (and thriving) in the Age of Technology-Enhanced Instruction
1. Surviving (and Thriving)
in the Age of
Technology-Enhanced
Teaching
Maria H. Andersen, Ph.D.
Director of Learning & Innovation at Area9
2. Maria H. Andersen
10 years teaching math and
chemistry at Muskegon
Community College
M.S. Mathematics
Ph.D. Higher Ed Leadership
Award-winning Game Designer
Director Learning &
Research, Canvas
Director Learning & Innovation,
Area9
3. I design adaptive learning
software with a focus on STEM
subjects, student
experience, and game design.
Contact Info
e: busynessgirl@gmail.com
t: @busynessgirl
w: busynessgirl.com
28. Or maybe it’s the
Lake Wobegon of Silicon Valley…
Where all the learners are
motivated, everyone has
Internet, and the only thing
standing between a student and
their success is affordable
access.
29. (4) The only technology that will improve
learning outcomes for the majority of
students* is that the technology that
begins to mimic a tutor-student
relationship.
*especially in developmental education
30. And now, the players in the
Personalized Learning space.
32. You had to think about new perspectives
You got individual attention
You were challenged just right
It was relevant to my life/work
You were encouraged by someone
The experience was well-structured
The instructor was a great explainer
The instructor was a great storyteller
The instructor was passionate
It was fun
33. Good coaches do these things
Communicating
Questioning
Challenging
Accountability
Encouraging
Showing new perspectives
Monitoring
53. Example: Elaboration
1 point
2 points
Summarize the Problem
Show all the work & answer the question
1 point
1 point
Correctness
Elaboration
- Show a different way to solve
- Show how to check the answer and explain
why it “checks”
- Find something else to do with the problem
Ask for 2 problems per section
Grade 1 problem for 5 points
55. (3) Any computerized course that is
cheaper and results in equal or better
learning outcomes for students will
be delivered that way.
Create better learning
experiences for students.
56. When you think of your past math
classes, what do you think about?
64. Need to be impressed?
Go to WolframAlpha.com and
type “Facebook Report”
65. (4) The only technology that will improve
learning outcomes for the majority of
students* is that the technology that
begins to mimic a tutor-student
relationship.
Abandon one-size-fits-all software.*
*when it becomes available and is good enough
Travel agents, journalists law clerks, proofreaders, lecturers?
2-Sigma:Bloom found that the average student tutoredone-to-one usingmastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods.
Was it the text? Was it the content of the lectures? Was it the grading system? Was it the papers you wrote?
Yeah, I was sure too … then three things happened. I began to teach online. Wolfram Alpha was released. I saw this research.
Here are just a few video sites that are worthy of checking out. I’m going to mostly suggest videos, because we know that students don’t read much. …
Use online homework. Wails: But what about showing work?
Use online homework. Wails: But what about showing work?
Use online homework. Wails: But what about showing work?
Use online homework. Wails: But what about showing work?
Ask for new persepectives
Ask for new persepectives
Notice I didn’t say “better outcomes” – I don’t know if that’s possible in a one-size fits all model of teaching math. But what I do know is that right now, most students don’t like their math courses much. It’s not their favorite course. But what if it was?
Notice I didn’t say “better outcomes” – I don’t know if that’s possible in a one-size fits all model of teaching math. But what I do know is that right now, most students don’t like their math courses much. It’s not their favorite course. But what if it was?
Notice I didn’t say “better outcomes” – I don’t know if that’s possible in a one-size fits all model of teaching math. But what I do know is that right now, most students don’t like their math courses much. It’s not their favorite course. But what if it was?
Notice I didn’t say “better outcomes” – I don’t know if that’s possible in a one-size fits all model of teaching math. But what I do know is that right now, most students don’t like their math courses much. It’s not their favorite course. But what if it was?