The Anatomy of the 21st Century Educator

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Keynote given at the King's College London Excellence in Teaching Conference, June 2014

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The Anatomy of the 21st Century Educator

  1. 1. The Anatomy of a 21st Century Educator Simon Bates simon.bates@ubc.ca @simonpbates bit.ly/batestalks
  2. 2. Overview Drivers of change ! Body parts ! Examples CC-BY 2.0 https://flic.kr/p/8PhF4g
  3. 3. Drivers of change - example CC BY-NC-SA 2.0 https://flic.kr/p/2ZdABF
  4. 4. Technology - scale and pace Slide credit: Eric Grimson (MIT)
  5. 5. Technology - scale and pace Slide credit: Eric Grimson (MIT)
  6. 6. Technology - reach and unbundling https://www.youtube.com/watch?v=QWEq3xifCDw
  7. 7. Technology - reach and unbundling https://www.youtube.com/watch?v=QWEq3xifCDw
  8. 8. Technology - disruptions Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/
  9. 9. Technology - implications Changing the ! ! ! ! of many aspects of life, …and learning is included what, where, when, how, from whom and with whom
  10. 10. Body parts – the teachers’ anatomy
  11. 11. http://www.cwsei.ubc.ca
  12. 12. Communities of Practice groups  whose  “members  share  a  passion     for  something  they  do  and  who   interact  regularly    to  learn  how  to  do  it  be7er”       (Wenger  2006)  
  13. 13. http://diy.open.ubc.ca/
  14. 14. A bridge between research about learning and implications for teaching practice ! ! Why certain approaches work (or fail) ! Approaches that foster effective learning in different contexts ! Resources: h7p://www.cmu.edu/teaching/principles/index.html   ! 1page:  CM  U  website  h7p://goo.gl/eLSYYH     2page:  Brent  &  Felder  h7p://goo.gl/oUx6A9   5page:  Bates  &  Madhani  h7p://goo.gl/lqmSI   ! !
  15. 15. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111 Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111 “This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
  16. 16. www.typeform.com
  17. 17. https://www.youtube.com/watch?v=AU8PId_6xec
  18. 18. https://www.youtube.com/watch?v=AU8PId_6xec
  19. 19. ~2010 ~2006 2013 Three examples
  20. 20. ~2010 ~2006 2013
  21. 21. Example - flipped classrooms
  22. 22. Example - flipped classrooms
  23. 23. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx
  24. 24. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx
  25. 25. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/
  26. 26. Weekly rhythm for our 1A class
  27. 27. Weekly rhythm for our 1A class
  28. 28. Learning gains on PI
  29. 29. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
  30. 30. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
  31. 31. ~2010 ~2006 2013
  32. 32. a"web&based"MCQ"repository"created"by"students"
  33. 33. Ins$tu$ons((signing(up(per(year:( ! 2009:! ! !22( 2010:! ! !66( 2011:! ! !204( 2012:! ! !266( 2013!(Jan,Jun):! !214( Growing(content(repository:( ! Courses:! !2,500( Logins/month:! !75,000( Ques<ons:! !600,000( Answers:! !12,000,000( Answers (20,000,000) Questions (1,000,000)
  34. 34. Student'ownership'over' learning'resource' Student'familiarity'with' social'so7ware' Leveraging'student' energy'and'crea9vity'
  35. 35. Badges' Points' Leaderboards'
  36. 36. Typical implementation Minimum participation requirements for each of two assessment exercises (PW1, PW2) Write 1 Answer 5 Rate / comment 3 5% course credit Physics 101, Energy & Waves Winter Semester: 3 sections, 791 students
  37. 37. Design and Methodology TOCCLT'.' - QestIsct How 1o... q/t4osTer Submit ond onswer questions on topics in lhe torget region, just obove lhe physics you hove olreody mostered. Dislroclers ) l*"*"ò rNrrltng Ih s region corrk:ins llte plrysics knowledgo ond colrco¡ls you connol leorn yel becouse the louncalions crrc nol in plocc PHYSICS TOPICS IN YOUR TARG T REGION buo'5ot't1 'Den¡¡lu B¿:ovvì 1 J F:rcq - YOUR CHOSEN TOPIC à.. auC'q^ x@ bôo'osro pn ro, d logroo, o 9tS COMMON MISCONCEPÎIONS AND ERRORS (Sec hHÞ:/jÞhy¡.udofo¡.cdu/CJP/trêconcoÞllo¡t.pdt tor o llil ol common mhconcepllons) ¿K N(,qht %cce Açxs no exi¡þ , c.rrrçrJ On oblec'-t 5 õÞYJrnr cìü?À I in rtuiò. ü lrh'brot4ont eprç,e .I¡1enÀs crq den-s,{^ c>Ç c.,þ¡ec , cìo+ .*¿n:r oÇ Çtu,8, fr- btrrqon! $crCe c¿cs Àoc¡:'cr fr¿lt{e- r *hcrn ú? Trr¿e. $ììfifflsz hrrr: ¿lÕoolr-g lnnS (**= tcpo þ/rnl {otr-* qrÇ bq.:. 0" Ooz Physics knowledge ond conccpluol underslonding you lrove olrcody conslrucleC ¡n your heod ¡,<'t.lerJ rt)^,¿z! Þ.rrp r- rr't¡ ,l? Chcck lhol yovr on3Íêr ¡t rêo!ànoblê ðnd potrlble 'f<,,cc Photo by Seth Casteel http://www.littlefriendsphoto.com Permission to use agreed Introduced in tutorials ! Extensive scaffolding exercises ! Revisited in subsequent tutorials ! Tutorials delivered by 24 TAs
  38. 38. Question/Explanation Quality Bloom’s Taxonomy of levels in the cognitive domain Score Level Description 1 Remember Factual knowledge, trivial plugging in of numbers 2 Understand Basic understanding of content 3 Apply Implement, calculate / determine. Typically one-stage problem 4 Analyze Typical multi-step problem; requires identification of strategy Evaluate Compare &assess various option possibilities; often conceptual Synthesize Ideas and topics from disparate course sections combined. Significantly challenging problem. Text
  39. 39. 1 2 3 4 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Bloom's Taxonomy: Question Quality Textp>0.05, NS 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions First semester N = 350 Second semester N = 252 Bates et al, PRST PER, in press 2014 http://arxiv.org/abs/1308.2202
  40. 40. Question/Explanation Quality Description of explanation quality Score Level Description 0 Missing No explanation provided or explanation incoherent/ irrelevant 1 Inadequate Wrong reasoning and/or answer; trivial or flippant 2 Minimal Correct answer but with insufficient explanation/ justification/ Some aspects may be unclear/incorrect/ confused. 3 Good Clear and detailed exposition of correct method & ans 4 Excellent Thorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution
  41. 41. 0 1 2 3 4 0 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Explanation Quality p=0.02
  42. 42. ~2010 ~2006 2013
  43. 43. PHYS101: Energy and Waves
  44. 44. PHYS101: Energy and Waves
  45. 45. PHYS101: Energy and Waves
  46. 46. PHYS101: Energy and Waves
  47. 47. PHYS101: Energy and Waves
  48. 48. Logistics ! ! Cohort split into 4 groups ! Each week one group tasked with creating LOs ! Each submission counts for 2.5% of final grade ! Repeat cycle twice per Semester ! Students can submit >2 LOs & receive grade for best 2 ! Short survey on submission ! Students encourage to apply CC licenses
  49. 49. Results: engagement 0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional
  50. 50. Results: types of Los PPT DOC Prezi Ted-Ed PDF Image Other
  51. 51. Results: time on task 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students
  52. 52. Results: self reported change in understanding 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students
  53. 53. PHYS101: Energy and Waves 3. Successes http://youtu.be/BObyt_NJYrE
  54. 54. Results: examples 3. Successes
  55. 55. simon.bates@ubc.ca @simonpbates bit.ly/batestalks
  56. 56. How Learning Works: icon credits
  57. 57. References Student-facing system http://peerwise.cs.auckland.ac.nz/ All the research studies referenced and scaffolding materials referred to are accessible through the PeerWise community site http:// www.peerwise-community.org/

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