Cengage Learning Digital Road Shows 2013, Mark Frydenberg, Student Voices in a World


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Rushkoff (2006)Today’s screenagers have been forced to adapt to such an extent that many of their behaviors are inscrutable to their elders. We feel threatened by how different they have become. Indeed, screenagers appear to be interacting with their world  in ways that are as dramatically altered from their grandfather’s experience as the first winged creature from their earthbound forebears.
  • Howard Rheingold (2012)Most importantly, as people who are trying to get along day to day in a hyper-scale, warp-speed civilization that seems so often to be beyond anyone’s control, digital literacy is something powerful we can learn and exercise for ourselves and each other. "
  • And what is the impact of having all this technology on learning?Nicholascarr, The world of the screen ... is a very different place from the world of the page. A new intellectual ethic is taking hold. The pathways in our brains are once again being rerouted.Students today think differently.
  • Hyperlinks, encourage us to dip in and out of texts, but he fears that its pells the death of thinking by books,Web search draws our attention to a particular snippet of text that is relevant to what we’re searching for at the moment, but makes it difficult to view work as a wholeIt’s happening fast – increased use of digital media, and from an instructor’s point of view, how to integrate in the classroom?
  • We can connect anywhere The most profound impact of the Internet is its ability to support and expand the various aspects of social learning. Kids today are connected through skype and facebook, and text. How can we integrate these technologies in the classroom?
  • Rather than being empowered to choose what they want and to see what interests them and to create their own personalized identity—as they are in the rest of their lives—in school, they must eat what they are served.
  • Digital natives vs digital immigrants this 10 year old model ….
  • teachers should not assume that because many children are adept at using … technology, that they are able to apply them freely in formalized learning contexts such as school. Nor … should they shy away from using technology in the classroom with the fear that 'the children will know more about it than me' -
  • When thinking about the space, think about what students might want to do there – what equipment do you need, what equipment do students already have?Bentley has a mobile computing program, where every student has a laptop, so we needed table space for laptops.Wireless needed to work well because mobile devices are wireless. That meant enough hubs and routers ….And the smartboards and big tv’s are just cool.
  • almost every student already has a powerful computer- we are far along with 1:1, because a great percentage of your students has a powerful computer in their pocket: a cell phonecell phones are- powerful computers- inexpensive- more….what is missing here is often our imagination and support of schools to integrate the tech we already have
  • What did we want to accomplish? CollaborativeBusiness CasualNew Image for an Old LabWhat did we want to change?LightingFurnitureLayoutPaint Colors
  • Here’s what Wikipedia says ….
  • Here’s the transformation.
  • Cengage Learning Digital Road Shows 2013, Mark Frydenberg, Student Voices in a World

    1. 1. Student Voices in a Worldof Social and Digital Learning Mark Frydenberg Bentley University
    2. 2. CourseMate Enhanced Edition
    3. 3. “they rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find on the web.”
    4. 4. Today’s digital literacies of attention, participation, collaboration, crap detection, and network smarts can make the difference between being empowered or manipulated, serene or frenetic.
    5. 5. “as people optimize their ability to multitask online, they become less creative in their thinking.”
    6. 6. the Web is a technology for forgetfulness where being constantly connected and multitasking adds clutter, not clarity to our minds
    7. 7. Rethinking How We Teach The Net GenerationYou know, I came home and turned on the TV.This new generation comes home and they turn ontheir computer, and theyre in three differentwindows, theyve got three magazines open, ...
    8. 8. Rethinking How We Teach The Net Generationtheyre listening to iTunes, texting with their friendsand talking to them. They may have a video gamegoing - oh yeah, and theyre doing their homework.
    9. 9. Tell me what I may alreadyknow and show me how muchmore there is to learn!
    10. 10. Critical Thinking Small Units
    11. 11. Mini features on current topics Blue text Screens add leads to context more info online
    12. 12. Minds on Fire / JS BrownThe most profound impact of the Internet is its ability to support and expand the various aspects of social learning.
    13. 13. Engage Me or Enrage Me it’s not relevance that’s lacking for this generation, it’s engagement
    14. 14. May 2011The natives are revolting
    15. 15. children may have skills in the use of technology, but teachers have the skills and knowledge to create engaging and exciting learning opportunities and environmentsthe natives are revolting
    16. 16. June 2012
    17. 17. What happens in your classroom?
    18. 18. Engaged?
    19. 19. Engaged?
    20. 20. http://zoom.it/roft
    21. 21. Flip Your Classroom Implementation StudentsWatch Video at Home 66 students (40 male, 26 female)5 Question Quick Quiz 3 academically diverseSmall Group Exercise sections of IT 101 (22 Honors, 17 Accelerated,  Reader, Doer , Checker 27 Evening)Sharing and Reflection Have the same Instructor (Me!)
    22. 22. Videos
    23. 23. Quick Quiz (5 min)
    24. 24. Activity (45 min)Work together in small groups to complete this assignment. Take turns being the reader, doer, and checker.The reader reads an instruction aloud while the doer completes it in Excel.The checker helps the doer if the doer needs help and confirm that each step is completed correctly.Help each other out, look up how to do things in the book if you’re not sure, and if you’re still stuck, ask me!
    25. 25. Visit http://data.worldbank.org/. Navigate to Data, then Indicators and explore the data sets that are available.Select a data set of interest that has at least 5 years’ worth of values.Download the data. Import it into Excel.Create a worksheet named Group Members. Include the names of the members of your group.Examine your data. If there are many f empty columns, hide or delete them. Keep at least 10 years’ worth of data.Create spark lines for the data. Add spark line markers.Filter the data to display only those countries that begin with the letter A.Create a new sheet named “A countries.”Copy row 1 (the header row), and the all of the rows for all of the countries that begin with A to a new sheet.Create a line chart showing all of the data on one graph, where each line is a different country.  Label the horizontal and vertical axes .The legend should go at the bottom  The legend labels should be the country abbreviations. Horizontal axis should show the years  Your graph should have a title. Place the chart on its own worksheetChange the filter to display another subset of the data that you choose.Copy the header row and all of the data to a new sheet.Create a bar chart for the last 4 years of available data. Add appropriate labels, legends, titles, and formatting styles to your chart. Place the chart on its own worksheet.
    26. 26. Place the file in a Dropbox folder shared with the members of your group so that each group member will have access to this file on their own computers.Each group member should submit the (same) file to Blackboard to get credit for completing this assignment.
    27. 27. Student Comments
    28. 28. Cell phones in school
    29. 29. Exercisesto Flip! Try These!
    30. 30. Go Beyond the Book!Beyondthe Book
    31. 31. Windows and Mac: Evernote
    32. 32. You Review It!
    33. 33. facebook.com/DiscoveringComputers
    34. 34. facebook.com/DiscoveringComputers
    35. 35. @DiscoveringComp
    36. 36. padlet
    37. 37. http://youtu.be/v6lMidsVqE8
    38. 38. SurveyDoes Your Computer Lab look like this? http://cis.bentley.edu/sandbox
    39. 39. Students Use: Collaborationhttp://www.youtu.be/1u1srgWwHwc
    40. 40. SurveyDoes Your Computer Lab look like this? http://cis.bentley.edu/sandbox
    41. 41. Crunch Sessions
    42. 42. Crunch Session
    43. 43. stixy.com/guest/244581
    44. 44. join.me
    45. 45. simplemeet.me
    46. 46. Students Scored!
    47. 47. Mark Frydenberg mfrydenberg@bentley.edu cis.bentley.edu/mfrydenbergCourseMate Enhanced Edition Invite me to your school!