Making Stuff: How Digital Media Can Improve the Relevancy of Education

1. MAKING STUFF Michelle Pacansky-Brock, Ed.D. Teaching and Learning Innovations @CI TLInnovations.cikeys.com How Digital Media Can Improve the Relevancy of Education photo by John Sheldon CC-BY-ND-ND

2. http://tiny.cc/media-cig view slides at:

3. WHAT IS LEARNING?

4. “ …[L]earning is about going beyond the knowledge given to you in a class or in a book…. Learning is personal. It happens one on one, it happens in small groups, it happens alone. Sure, a conference, a speaker, a lecture is motivating— but the real learning happens after. It's what you do with it, how you integrate it, how you talk to your family, friends, and classmates about it. That's what learning is. -Dennis Littky and Samantha Grabel

6. “Barboach Evolves to Whiscash” by Jack Brock, January, 2008

7. Created with Haiku DeckSlides by Michelle Pacansky-Brock, 2015.hotoPhoto by Alan Levine CC-BY

8. photo by Michelle Pacansky-Brock CC-BY

9. Slide by Michelle Pacansky-Brock IRRELEVANCE

10. 60% 67.5% 75% 82.5% 90% All Teens African Americans Hispanic White 71%71% 85% 75% U.S. TEENS WITH ACCESS TO A SMARTPHONE Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17). Ages 13-17

11. 0% 25% 50% 75% 100% African Americans Hispanic White 71% 85% 94% TEENS WHO GO ONLINE “ALMOST CONSTANTLY,” U.S., 2015 Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17). Ages 13-17

12. Facebook Instagram Snapchat Twitter Google+ Vine Tumblr Different S.M. Site 0% 20% 40% 60% 80% 11% 14% 24% 33% 33% 41% 52% 71% TEEN SOCIAL MEDIA USE, U.S., 2015 Ages 13-17 Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17).

13. HOW MIGHT WE DESIGN MEANINGFUL LEARNING EXPERIENCES IN A DIGITAL, MOBILE SOCIETY?

14. photo by Nechator CC-BY-NC-ND reduce DISPOSABLE ASSIGNMENTS

15. WHAT DOES NOT WORK? simple addition of technology into a class

16. WHAT DOES WORK? Make students active learners Provide frequent, personalized feedback Foster critical analysis skills Turn students into content creators Connect classroom activities to the world outside Using technology to:

17. MAKE STUFF. Empower students to learn how to learn in a mobile, digital world. Pacansky-Brock, M. (2015).Photo by Emilio Garcia, CC-BY-NC

18. THINK BIG. START SMALL. You are not alone. Photo by Paul VanDerWerf CC-BY Pacansky-Brock, M. (2015).

19. PATHWAY TO CONNECTED, HUMANIZED LEARNING Teaching and Learning Innovations at CI ONLINE TEACHING PREPARATION PROGRAM (OTPP)

20. ONLINE TEACHING PREPARATION PROGRAM

21. A humanized syllabus! tiny.cc/humanized-syllabus Populr.me (upgrade to educator account)

22. tiny.cc/syllabus-gallery

23. tiny.cc/video-gallery

24. I can do it!

25. CI KEYS web literacy digital identity reclaim cikeys.com

26. http://tollefson.cikeys.com/ StaceyAnderson,CSUChannelIslands (sharedwithpermission) FACULTYE-PORTFOLIOS KAIA TOLLEFSON

27. http://www.cistudentresearch.com/ RESOURCESITES SEAN KELLY

28. http://nursing420.jaimeahannans.com/ RESOURCESITES JAIME HANNANS

29. WHAT IS VOICETHREAD? • An academic technology available to all CI faculty and students • Integrated into CI Learn • Provides for the creation of online voice/ video Conversations around media • Asynchronous (convenient) • Secure • Accessible • Web/Mobile

30. HOW IS VOICETHREAD BEING USED AT CI? • online discussions & reflections • student-generated presentations • interactive lessons with video feedback • collaborative lessons • evolving book conversations • advertisement critiques in Marketing • listening/speaking practice for Spanish • peer review for Composition • virtual, mobile field trips in Nursing

31. NUMBER OF CI STUDENTS WHO HAVE USED VOICETHREAD 3,521 2,578 36% increase in one semester. July 2015 January 2016

32. NUMBER OF CI FACULTY WHO HAVE USED VOICETHREAD 142 129 10% increase in one semester. July 2015 January 2016

33. 1,016 465 NUMBER OF VOICETHREADS CREATED (ALL USERS) 118% increase in one semester. Sp 2015 Fall 2015

34. ENGLISH StaceyAnderson,CSUChannelIslands (sharedwithpermission) Slides by Michelle Pacansky-Brock CC-BY

35. StaceyAnderson,CSUChannelIslands (sharedwithpermission) SPANISH AraceliTrujillo,CSUChannelIslands (sharedwithpermission)

36. - online student (Pacansky-Brock, 2014.) Slides by Michelle Pacansky-Brock CC-BY-NC

37. Makes me feel connected to my peers. 86% n=109 “I feel like we got to know each other better. I actually recognized a classmate at my children's Taekwondo class because of the sound of her voice!” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud

38. Listening to peers increases my ability to reach the learning objectives. 95% n=82 “Listening gave me a better understanding of the material. … you could actually hear the passion in the speakers’ voices.…” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud

39. When I spoke, I remembered the information better. 83% n=82 “I found ... that I would ... unearth more thoughts … as I spoke them out loud while looking at the content, as opposed to looking at the content, forming an opinion, then looking at my text as I wrote it.” Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class. Slides by Michelle Pacansky-Brock CC-BY Learning Out LoudLearning Out Loud

40. Photo by Leo Reynolds. CC-BY-NC-SA michelle.pacansky-brock@csuci.edu brocansky.com