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Cengage Learning Webinar, MindTap, Changes in Education and Managing Disengagement


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During this session, Dr. Mark Ciampa, Ph.D., Western Kentucky University, discussed the impactful forces changing the field of education. Participants learned not only strategies and techniques that can be used to engage your entire class, but also how to manage disengagement and thereby create opportunities for learning. The way our new technology solution, MindTap, which is a personal learning experience, can address the diversity within your class – helping you appeal to all the students on your roster were also discussed. Participants left with inventive new ideas for teaching your course that you can immediately implement into your classroom!

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Cengage Learning Webinar, MindTap, Changes in Education and Managing Disengagement

  1. 1. Changes in Education &Managing DisengagementDr. Mark CiampaWestern Kentucky
  2. 2. Changes in Education &Managing Disengagement Do you find it challenging to engageyour students? Are you looking for new ways toimplement digital learning into yourclassroom? This discussion is about impactful forceschanging the field of education2
  3. 3. Changes in Education &Managing Disengagement Strategies and techniques thatcan be used to engage yourentire class How to manage disengagement Create opportunities forlearning3
  4. 4. Agenda Characteristics of today’sstudents New approaches to teachingand learning Technology tools that canaddress disengagement MindTap personal learning tool4
  5. 5. Changes in Education &Managing DisengagementCharacteristics of Today’sStudents
  6. 6. Generation On a Tightrope Levine, A., & Dean, D. (2012). Generation ona tightrope: A portrait of today’s collegestudents. San Francisco: Jossey-Bass Uses surveys of 5,000 students and collegeofficials from 270 diverse schools, plusinterviews from campus visits and other data Characterize today’s college students asconfounded by a series of contradictions6
  7. 7. Contradictions Coming of age in deepest recession in 70years—yet eager for same economicopportunities as parents In a hurry to be grownups—but moredependent on their parents than any moderngeneration Aspire to be global citizens—but ignorant ofother cultures Always in touch electronically—yet hamperedin face-to-face communication7
  8. 8. Contradictions Most importantly, they are digital natives—but maneuvering in an analog world8
  9. 9. Life-Defining Moments1. The advent of digitalculture2. The economic downturn3. 9/114. The election of PresidentObama 9
  10. 10. General Characteristics Much more pragmatic Deal with diversity better than anygeneration before them Very optimistic about their personalfutures but almost equally pessimisticabout the future of the country10
  11. 11. General Characteristics Great fear of failure: ‖This is ageneration that was not allowed to skintheir knees.‖ Think very highly of their abilities Received awards and applause foreverything they did: most improvedMini-Kicker dribbler to best Suzuki violinplayer with a mother named ―Susan‖ Expect to continue to receive accolades11
  12. 12. Grade Inflation This expectation of accolades reinforcedby grade inflation 41% have average grades of A- orhigher (7% in 1969) 9% have grades of C or less (25% in1969) 45% have taken remedial courses 60% say their grades ―understate thetrue quality of my work‖ 12
  13. 13. Parents 41% text, e-mail, call or visit their parents atleast daily (19% do 3+ times per day) 27% asked parents to intervene in problemswith professors or employers Students who say have heroes most oftenname their parents as their heroes ―Biggest change on campus since 2001 isparent involvement–sometimes intrusion–oncampus,‖ say administrators13
  14. 14. Parents Mother #1 called 15 times in oneafternoon, all the way up to thepresident, when her son had trouble with hiswireless connection Mother #2 complained that when assigningroommates school should also match theparents to ensure ―other mother is of thesame culture I am so we can support eachother‖ Mother #3 told Dean’s Office her son was toobusy to meet with the dean but ―she would14
  15. 15. Technology Technology defines these students Extremely connected yet isolated: have24/7 contact with friends & family bysocial media—but only 1 out of 3 attendmonthly college social/community event Connectedness/isolation contradictionresults in weak interpersonalskills, face-to-face communicationskills, problem-solving skills 15
  16. 16. Technology Result is an easily distracted generationwith short attention spans Students accustomed finding quickanswers with few clicks; likely to giveup when cannot find easy answer Indirect evidence that technology canaffect behavior because of heavystimulation and rapid shifts in attention16
  17. 17. Practical Advice Because short attention spans teachersmust work harder to capture and holdstudents’ attention Teachers should focus on developing Critical thinking skills Creativity Continuous learning Need to deal with the fast-changingnature of knowledge and technology 17
  18. 18. Practical Advice Must change how teach digital natives Usecalendars, locations, pedagogies, andlearning materials consistent with waysstudents learn Brick campuses emphasizeenriching, expediting, expanding andsupplementing face-to-face educationwith enhanced instruction and 18
  19. 19. Changes in Education &Managing DisengagementNew Approaches To Teachingand Learning
  20. 20. Flipped Classroom A reversed teaching model Delivers core instruction outside classthrough online interactive material Moves homework into the classroom Students can ask questions and workthrough problems with guidance ofteachers and support of their peers Create a more collaborative learningenvironment 20
  21. 21. 21
  22. 22. Flipped Classroom Short video lectures are viewed bystudents outside class Video lectures either created byinstructor online or selected from anonline repository (massive open onlinecourse or MOOC) In-class time is devoted toexercises, projects, discussions22
  23. 23. Flipped Classroom ―Repurposing class time into workshop‖ Students can ask about lecturecontent, test skills in applyingknowledge, and interact with oneanother in hands-on activities During class sessions instructorsfunction as coach/advisor, assistingstudents in individual inquiry orcollaborative effort 23
  24. 24. Outside Classroom Students view multiple lectures of 5-7minutes with online assessment to testwhat students have learned Immediate feedback and ability to rerunlecture segments may help clarify pointsof confusion24
  25. 25. Inside Classroom Instructors become on-site experts May lead in-class discussion Could organize students into ad hocworkgroup to solve a problem thatseveral are struggling to understand25
  26. 26. Challenges An easy model to get wrong Requires careful preparation (recordinglectures, coordinating inside/outside) Students must understand model andbe motivated to prepare for class Because approach is radical change inclass dynamic, most instructors startwith only a few elements of flippedmodel in a course 26
  27. 27. Challenges Students accustomed to focusing onlectures so skip in-class activities Students may complain about loss oflive lectures, especially when feelassigned videos available to anyoneonline Students may question what tuitionbrings them that they could not havegotten by surfing the Web. 27
  28. 28. Changes in Education &Managing DisengagementTechnology Tools That CanAddress Disengagement
  29. 29. Poll Everywhere29
  30. 30. ―Raise your hand if . . .‖30
  31. 31. Poll Everywhere Live audience feedback Replacement of ―clickers‖ Vote with different tools Desktop or laptop computer Portable device (tablet, smartphone, dumb phone) Vole in different ways Web page Embeddable voting widget Smartphone Web browser Dumb phone text message Twitter 31
  32. 32. How To Vote via Texting1. Standard texting rates only2. No access to phone number
  33. 33. How To Vote via
  34. 34. How To Vote via Twitter1. Capitalization doesn’t matter, but spaces and spelling do2. Since @poll is the first word, your followers will not receive this tweet
  35. 35. Poll Everywhere35
  36. 36. 36
  37. 37. Poll Everywhere #137
  38. 38. Poll Everywhere #1Is the sun shiningtoday at your school38
  39. 39. Poll Everywhere #239
  40. 40. Poll Everywhere #2Would you use PollEverywhere in yourclassroom?40
  41. 41. Poll Everywhere #341
  42. 42. Poll Everywhere #442
  43. 43. Bubble Browser43
  44. 44. Evernote Evernote tool for creating text, audio, andimage-based notes that live in the cloud Capture anything - Save ideas, things youlike, things you hear, and things you see Access anywhere - Evernote works with anycomputer, phone and mobile device Find things fast - Search by keyword, tag orprinted and handwritten text inside images Can be difficult to actually browse throughnotes, especially the older ones44
  45. 45. Bubble Browser Way to explore Evernote notes Bubble Browser displays information in visualform, using shapes and colors instead of puretext Tags, notebooks and dates are presented ascolor bubbles to show what’s most importantin every given context Data from notes creates interactiveinfographic Can browse through notes and see how―external brain‖ is structured! 45
  46. 46. Bubble Browser Focus on bubbles Multiple tiers of bubbles Notebooks, Tags, and Creation Dates Drill through relevant subcategoriesfor each one Bubbles are a different size dependingon the number of notes they contain Click on bubble to display notes thatmeet that filter 46
  47. 47. Bubble Browser47
  48. 48. Bubble Browser48
  49. 49. Bubble Browser49
  50. 50. Link-Time50
  51. 51. Link-Time Task & Time Organizing Portal forStudents Differences in course deliverymethods, requirements, assignment/assessment types, and instructor styles All students have Outlook emailaccounts that also give access toMicrosoft’s SkyDrive and OneNote at noadditional cost51
  52. 52. Link-Time Tool to create and manage a collegestudent’s academic life throughtime/task management portal Fully customizable for each student Accessed and used both through acomputer and through mobile devices Ryan Guffy, Western KentuckyUniversity52
  53. 53. Link-Time53
  54. 54. Link-Time54
  55. 55. Link-Time55
  56. 56. QR Codes56
  57. 57. QR Codes Modern version of answers beingwritten in the back of the book Placing answers to questions online andlinking with QR codes, students canattempt their own solutions beforeusing the code to review the correctanswer Create codes online57
  58. 58. QR Codes SquareTag Create QR codes then configure app ononline SquareTag server Affix QR code to gas cap of car When scanned, form appears Record price, gallons, odometer SquareTag app analyze data and drawgraph of fuel usage58
  59. 59. Jing59
  60. 60. Jing Camtasia Studio – Video recordingand screen editing (high end) Snagit – Capture images andvideo, add video effects (mediumlevel) Jing - Capture screen videos ofcomputer screen (low end)60
  61. 61. Jing Select any window or region tocapture, mark up your screenshot witha text box, arrow, highlight or picturecaption ―Record what you do‖ Select window/region to record tocapture everything that happens in thatarea Jing videos are limited to 5 minutes.61
  62. 62. Changes in Education &Managing DisengagementQuestions & Comments?Dr. Mark CiampaWestern Kentucky