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Jeff Borden: Education 3.0: Learn Better


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In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.

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Jeff Borden: Education 3.0: Learn Better

  1. 1. Education 3.0: Learn Better
  2. 2. Identity Theft
  3. 3. Pick a number… • Between 01 & 10 • Multiply by 9 • Add 2 digits of new number together • Subtract 5 • Assign the corresponding letter to the number (1=A, 2=B, etc) • Pick a country that begins with that letter (A=Argentina, etc) • Think of an animal that begins with the 2nd letter of the country
  4. 4. The Problem… • There are no elephants in Denmark!
  5. 5. Online Gym Class
  6. 6. Teaching Perspective
  7. 7. Dr. Jeff D Borden
  8. 8. Dr. Jeff D Borden
  9. 9. Learning Today
  10. 10. Smarter Planet Experts Webcast: What needsto change in education? 1. Stop ignoring research 2. Cross-curricular courses 3. Teach students how to be creative / innovative 4. Teach core, communication, and collaboration competencies 5. Real life – Practical (Authentic) Assessment 6. Personalized Learning (Feb 10, 2010)
  11. 11. 21st Century Educator
  12. 12. Jeff’s Talks • Skeuomorphs • Motivation • Filter Bubbles • Retention • Curriculum Integration • Program Growth • Gamification • Personalization • Learning Analytics • Technology • Communication • Narrative • Teacher Effectiveness • eLearning
  13. 13. Agenda •Effective Learning –Technology Based –Game Based –Authentic –Research Based –Personalized
  14. 14. Education 3.0: Learning 1
  15. 15. Technology Based Learning
  16. 16. Perception Determines Reality
  17. 17. Perception Determines Reality
  18. 18. Connecting To Perception •Internal Perception •External Perception What you believe to be true. What others believe to be true about you. Favorite Ice Cream Flavor Test… I’m Funny He Thinks He’s Funny
  19. 19. Mark Edmundson
  20. 20. John Boyers vs…
  21. 21. Lecture vs Sleep: Eric Mazur
  22. 22. Educause: Next-Generation Learning
  23. 23. Academically Adrift (Arum / Roksa, 2011) • “….but for a large proportion of them [students] the gains in critical thinking (complex reasoning, and written communication) are either exceedingly small or empirically nonexistent.” • 45% : 2 Years • 36% : At Graduation
  24. 24. Assumptions • “Better Than Average” • We Don’t Value Teaching & Learning • Bloom’s Replication • Most Professors Were Never Taught How To Teach (Effectively) • Students Success Is Suffering • Technology = Scale, Replication, Efficacy Data • Technology is not used in Education
  25. 25. Education…Connected?
  26. 26. Scale of the Universe
  27. 27. Augmented Reality
  28. 28. Game Based Learning
  29. 29. JSB: WOW L-70
  30. 30. Guild Master • WoW Guild Master = total-immersion course in leadership
  31. 31. Insert game slide
  32. 32. Tension Leads To Better Learning What was your favorite course?
  33. 33. Mystery @ MIT •400 Students •20 Faculty •2 Weekends •Curriculum Integration • Nursing • Engineering • Chemistry • Journalism • Political Science
  34. 34. Authentic Learning
  35. 35. Assessment MethodsThinking critically / making Solving problems andjudgments developing plans(Developing arguments, reflecting, (Identifying problems, posingevaluating, assessing, judging) problems, defining problems,•Essay analyzing data, reviewing,•Report designing experiments, planning, applying information)•Journal •Problem scenario•Letter of Advice to .... (about policy, •Group Projectpublic health matters .....)•Present a case for an interest group •Work-based problem•Prepare a committee briefing paper •Prepare a committee of enquiryfor a specific meeting report•Book review (or article) for a •Draft a research bid to a realisticparticular journal brief•Write a newspaper article for a •Analyze a caseforeign newspaper •Conference paper (or notes for a•Comment on an articles theoretical conference paper plus annotatedperspective bibliography)
  36. 36. Assessment Methods Performing procedures and Managing and developing demonstrating techniques oneself (Computation, taking readings, using (Working co-operatively, working equipment, following laboratory independently, learning procedures, following protocols, independently, being self-directed, carrying out instructions) managing time, managing tasks, •Demonstration organizing) •Role Play •Temporal Case Study •Make a video (write script and •Gaming produce/make a video) •Discussion •Produce a poster •Journal •Lab report •Blog •Prepare an illustrated manual on •Portfolio using the equipment, for a particular •Learning Contract audience •Group work •Observation of real or simulated •Polls professional practice •Simulations •Surveys •Games •Self Check •Zentation •Wiki •Facilitate Web Chat •Immersive Gaming
  37. 37. Assessment Methods Demonstrating knowledgeAccessing and managing and understandinginformation (Recalling, describing, reporting,(Researching, investigating, recounting, recognizing,interpreting, organizing identifying, relating &information, reviewing and interrelating)paraphrasing information, •Written examinationcollecting data, searching and •Oral examinationmanaging information sources,observing and interpreting) •Essay•Annotated bibliography •Report•Project •Comment on the accuracy of a•Dissertation set of records•Applied task •Devise an encyclopedia entry•Applied problem •Produce an A - Z of ...•Wiki •Write an answer to a clients question•Case Study •Short answer questions:•Letter to the Editor True/False/ Multiple Choice Questions
  38. 38. Assessment Methods Designing, creating, performing Communicating (Imagining, visualizing, designing, (One and two-way communication; producing, creating, innovating, communication within a group, performing) verbal, written and non-verbal •Portfolio communication. Arguing, describing, advocating, •Performance interviewing, negotiating, •Presentation presenting; using specific written •Hypothetical Illustration forms) •Projects •Written presentation (essay, report, •Prezi reflective paper etc.) •Mind Map •Oral presentation •Mock / Real Interview •Discussion/debate/role play •Teacher Others •Participate in a Court of Enquiry •Presentation to camera •Observation of real or simulated professional practice
  39. 39. Schools Do Teach… • …Short Term Memory matters more than connection to culture, context, or reality
  40. 40. How Would You Weigh A Boeing 747?
  41. 41. Divergent (Lateral) Thinking: How ManyPiano Tuners Are In Chicago?
  42. 42. Convergent (High Stakes Test) Thinking: • There are approximately 5,000,000 people living in Chicago. • On average, there are two persons in each household in Chicago. • Roughly one household in twenty has a piano that is tuned regularly. • Pianos that are tuned regularly are tuned on average about once per year. • It takes a piano tuner about two hours to tune a piano, including travel time. • Each piano tuner works eight hours in a day, five days in a week, and 50 weeks in a year. • From these assumptions we can compute that the number of piano tunings in a single year in Chicago is __________. • (5,000,000 persons in Chicago) / (2 persons/household) × (1 piano/20 households) × (1 piano tuning per piano per year) = 125,000 piano tunings per year in Chicago • And we can similarly calculate that the average piano tuner performs _____ tunings per year. • (50 weeks/year)×(5 days/week)×(8 hours/day)×(1 piano tuning per 2 hours per piano tuner) = 1000 piano tunings per year per piano tuner. • So, there are approximately _______ piano tuners in Chicago. • (125,000 piano tuning per year in Chicago) / (1000 piano tunings per year per piano tuner) = 125 piano tuners in Chicago.
  43. 43. Problem Based Learning (AKA Flipped Classrooms)
  44. 44. Personalized Learning
  45. 45. Understanding the Individual•Differentiation: “By definition,differentiation is wary of approachesto teaching and learning thatstandardize. Standard-issue studentsare rare, and educational approachesthat ignore academic diversity in favorof standardization are likely to becounterproductive in reaching the fullrange of learners.” – Tomlinson (2006)
  46. 46. Clasped Hands
  47. 47. Confluence Ask 10 8 6.0 6 5.4 5.6 5.2 5.3 5.2 4.6 4.6 4.7 4.8 4.6 4.2 4.4 4 3.1 3.1 2.8 2.7 2.7 2.2 2.4 2.3 1.8 2.0 2 1.5 0 ACC BUS CIS ECO FIN HUM LEG MAT MKT POL PSY SOC
  48. 48. Data Must Be Actionable Avg. Student Activity/Section at Day 10 (hrs)10 8 6.0 6 5.4 5.6 5.2 5.3 5.2 Avg. 4.6 4.6 4.7 4.8 4.6 = 5.0 4.2 4.4 4 3.1 3.1 2.8 2.7 2.7 Avg. 2.2 2.4 2.3 2.0 = 2.5 1.8 2 1.5 0 ACC BUS CIS ECO FIN HUM LEG MAT MKT POL PSY SOC Dropped Students Completed Students 53
  49. 49. Actionable
  50. 50. Social Interaction
  51. 51. History Pin
  52. 52. Remember… Flash of Genius
  53. 53. Edu-Blogger:• YouTube Video: Have You Been Paying Attention?• “…Has anyone seen this garbage? Students don’t need to remix anything! Educators must teach them to be original, have original thought, and do original work! Imagine if society worked this way.• We’d still be hoping someone would invent the rolling stone so as to create a wheel. Imagine a world where using other people’s work to create your own was ok.• We’d never have gotten past the toaster to see the benefits of the microwave. We’d never have gotten past swing music to experience amazing original works like Elton John’s “The Lion King” or other seminal works…”
  54. 54. Remix, Sample or Steal?Harry Truman, Doris Day, Red China, Johnnie Ray, South Andyour mark, getwhenand goso will–be McCarthy, and On she will be loved – and she broken hearted • Can was Feel The love was now, Joe loved… There You a time set, I Tonight? gotta dream Pacific, Walter Winchell, Joe DiMaggio • we just know now thetelevision, North Korea, South Richard tonight, fight Save Nixon, Studebaker, break of dawn, come IKorea, stand to fly, I’m not that gone… I’m just out to can’t Marilyn tomorrow I’ll be naïve, tomorrow, Monroe I think we’re alone now, there doesn’t seem to be I come thearoundpartYou’re beautiful!than a bird, I’m • find, from a land down under, more women roll anyonebeautiful! of me, I’m where You’re betterWe’re notmen thunder… we ain’t gonna take it – we’re not moregonna a plane… and than take it, no • If I could, anymore gonna take it then I would, I’ll go wherever you See the stone set high, or down low, I’ll go twist in will go, way up in her eyes, see the thornWhereverI you go – whatever you for trouble,right here Mary When side, and I’m ingo… do, you, be Mother waiting her find myself waiting of I will with or without wherever you will times comes to me, speaking words of wisdom, let it be you for youJust a small me, Take livingup,aI’ll be gone,– she took the 1790?!?!?! girl – me in lonely world ????? Take on town midnight train going anywhere
  55. 55. Does Better Learning Matter?
  56. 56. Thank You! Dr Jeff D BordenVP of Instruction & Academic Strategy