Teaching Without Walls:                          Life Beyond the Lecture                                Michelle Pacansky-...
MAKE IT SOCIAL!                             #ADEC11Tuesday, March 15, 2011
#ADEC11Tuesday, March 15, 2011
18-24 YEAR OLD COLLEGE STUDENTS       •   Don’t remember life before the internet       •    Socialize face-to-face and on...
“THE ERA OF PARTICIPATION”            #ADEC11Tuesday, March 15, 2011
PARTICIPATORY LEARNING IS                               COMMONPLACE                                                      “...
Instructional   Participatory Learning                      Paradigm             Paradigm                                 ...
Instruction Paradigm                                        Learning Paradigm      Improve the quality of instruction     ...
Keys to Improving College                          Degree Attainment Rate:                                 • Moredeep lear...
What is deep learning?             “Deep learning — learning associated with higher-             order cognitive tasks — i...
spend more face-to-face                            time applying, analyzing,                              synthesizing, ev...
#ADEC11Tuesday, March 15, 2011
#ADEC11Tuesday, March 15, 2011
“Untethered Learning”                                Julie Evans, Project Tomorrow            #ADEC11Tuesday, March 15, 2011
Mobile Lectures                                listen                     or    read                          (pause, rewi...
Online Pre- and Post-Class                  Formative Assessments                            peer-to-peer, participatory l...
#ADEC11Tuesday, March 15, 2011
pre- and post-class                          Online Formative Assessments            #ADEC11Tuesday, March 15, 2011
pre-class                          Online Formative Assessments            #ADEC11Tuesday, March 15, 2011
post-class                          Online Formative Assessments            #ADEC11Tuesday, March 15, 2011
Feedback on Use of VoiceThread    •   “I liked the voicethreads the best because it helped make        me think in other w...
WIKIS: COLLABORATIVE CONSTRUCTION                     OF KNOWLEDGE            #ADEC11Tuesday, March 15, 2011
STUDY THIS!            #ADEC11Tuesday, March 15, 2011
USE THEM!                                   •“Call a Friend” Surveys                  Flickr               r on           ...
Open your classroom to guest speakers from                                 around the world.                              ...
Effect on Student Learning?            #ADEC11Tuesday, March 15, 2011
HAVING THE OPTION TO READ OR LISTEN TO A            LECTURE INCREASED MY ABILITY TO ACHIEVE THE                       LEAR...
WHEN GIVEN THE OPTION TO READ OR LISTEN TO          A LECTURE, WHICH OPTION DID YOU CHOOSE?                               ...
WHY DID YOU CHOOSE THIS                             LECTURE FORMAT?                                                       ...
THE VARIETY OF LEARNING MATERIALS PLAYED               A ROLE IN HELPING ME REACH THE COURSE                         LEARN...
Effect on Success and                                Retention?            #ADEC11Tuesday, March 15, 2011
10% INCREASE IN SUCCESS                          12% INCREASE IN RETENTION                                                ...
THIS CLASS HELPED ME UNDERSTAND                                  HOW I LEARN BEST.                                        ...
BY COMPLETING THE LECTURES OUTSIDE THE             CLASSROOM, THE TIME WE SPENT IN CLASS WAS                MORE RELEVANT ...
Student Interview                   Listen to the full 20-minute interview at:                     mpbreflections.blogspot....
Student Comments:                          evidence of deep learning            “In traditional lecture classes you feel l...
“I learned more than I ever thought I would. ... I will            take some of the lessons I learned here with me for the...
“The material presented in this class prompted me to          evaluate my experiences as a female in terms of my          ...
“I have to admit it did take a little getting use to, and            did require you to become a little more organized,   ...
“[The class] made me look at the images I see every              day in a new way. I also liked the way that the class    ...
“I really enjoyed the class and I understood the content a          lot better than I would have in just a traditional cla...
Michelle Pacansky-Brock                                      brocansky@gmail.com                            blog: http://m...
Teaching Without Walls: Life Beyond the Lecture
Teaching Without Walls: Life Beyond the Lecture
Upcoming SlideShare
Loading in …5
×

Teaching Without Walls: Life Beyond the Lecture

2,798 views

Published on

A presentation shared at the ADEC Summit/CUE Conference on March 17, 2011. A consideration of the potential of online learning to transform today's college, lecture-based learning paradigm.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,798
On SlideShare
0
From Embeds
0
Number of Embeds
282
Actions
Shares
0
Downloads
47
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Teaching Without Walls: Life Beyond the Lecture

  1. 1. Teaching Without Walls: Life Beyond the Lecture Michelle Pacansky-Brock brocansky@gmail.comTuesday, March 15, 2011
  2. 2. MAKE IT SOCIAL! #ADEC11Tuesday, March 15, 2011
  3. 3. #ADEC11Tuesday, March 15, 2011
  4. 4. 18-24 YEAR OLD COLLEGE STUDENTS • Don’t remember life before the internet • Socialize face-to-face and online • 95% of 18-24 year olds use a social network (70% daily) Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333 #ADEC11Tuesday, March 15, 2011
  5. 5. “THE ERA OF PARTICIPATION” #ADEC11Tuesday, March 15, 2011
  6. 6. PARTICIPATORY LEARNING IS COMMONPLACE “Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.” The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the #ADEC11 assistance of Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachussets, 2009.Tuesday, March 15, 2011
  7. 7. Instructional Participatory Learning Paradigm Paradigm © Laurie BurrussTuesday, March 15, 2011
  8. 8. Instruction Paradigm Learning Paradigm Improve the quality of instruction Improve the quality of learning Instruction Paradigm Learning Paradigm Transferthe quality offrom faculty to Improve knowledge instruction Improve the quality of learning and Elicit students discovery students construction of knowledge Transfer knowledge from faculty to Elicit students discovery and students construction of knowledge Covering material Specified learning results Covering material Specified learning results Faculty are primarily lecturers Faculty are primarily designers of learn Identify your paradigm. Faculty are primarily lecturers methods and environments Faculty are primarily designers of learning methods and environments Any expert can teach Empowering learning is challenging and Any expert can teach Empowering learning is challenging and complex complex Achieve access for diverse students Achieve success for diverse students Achieve access for diverse students Achieve success for diverse students "Live" teacher, "live" students required "Live" teacher, "live" students required Active" learner required, but not live Active" learner required, but not live teacher teacher Source: Barr & Tagg, F rorom Teaching Learning: A New New Paradigm for Undergraduate Education, Change, Source: Barr & Tagg, F m Teaching to to Learning: A Paradigm for Undergraduate Education, Change, November/December 1995, pp. 13-25.   Graphic credit: Jim Julius November/December 1995, pp. 13-25.   #ADEC11Tuesday, March 15, 2011
  9. 9. Keys to Improving College Degree Attainment Rate: • Moredeep learning, less rote memorization • Faculty development should foster new ways of teaching to meet today’s students’ learning preferences and challenges Center for Community College Student Engagement http://www.cccsse.org/ #ADEC11Tuesday, March 15, 2011
  10. 10. What is deep learning? “Deep learning — learning associated with higher- order cognitive tasks — is typically contrasted with rote memorization. Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations.” The Heart of Student Success #ADEC11 http://www.cccsse.org/Tuesday, March 15, 2011
  11. 11. spend more face-to-face time applying, analyzing, synthesizing, evaluating spend less face-to-face time lecturing #ADEC11Tuesday, March 15, 2011
  12. 12. #ADEC11Tuesday, March 15, 2011
  13. 13. #ADEC11Tuesday, March 15, 2011
  14. 14. “Untethered Learning” Julie Evans, Project Tomorrow #ADEC11Tuesday, March 15, 2011
  15. 15. Mobile Lectures listen or read (pause, rewind, replay) Taminator on Flickr #ADEC11Tuesday, March 15, 2011
  16. 16. Online Pre- and Post-Class Formative Assessments peer-to-peer, participatory learning web-based application no cost to student provides conversations around media comments in voice, video or text #ADEC11Tuesday, March 15, 2011
  17. 17. #ADEC11Tuesday, March 15, 2011
  18. 18. pre- and post-class Online Formative Assessments #ADEC11Tuesday, March 15, 2011
  19. 19. pre-class Online Formative Assessments #ADEC11Tuesday, March 15, 2011
  20. 20. post-class Online Formative Assessments #ADEC11Tuesday, March 15, 2011
  21. 21. Feedback on Use of VoiceThread • “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.” • “...created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.” • “... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.” #ADEC11Tuesday, March 15, 2011
  22. 22. WIKIS: COLLABORATIVE CONSTRUCTION OF KNOWLEDGE #ADEC11Tuesday, March 15, 2011
  23. 23. STUDY THIS! #ADEC11Tuesday, March 15, 2011
  24. 24. USE THEM! •“Call a Friend” Surveys Flickr r on Ferre •PollEverywhere Jofre e by (free, texting turns phones into clickers) imag cloud • Have students participate in a Twitter backchannel • Schedule tweets to be sent during class (ask questions for students to reply to) #ADEC11Tuesday, March 15, 2011
  25. 25. Open your classroom to guest speakers from around the world. ©Lori Rusch Lori Rusch, Art History Instructor at Citrus College and Los Angeles County High School for the Arts. #ADEC11Tuesday, March 15, 2011
  26. 26. Effect on Student Learning? #ADEC11Tuesday, March 15, 2011
  27. 27. HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE LEARNING OBJECTIVES. 70% 77% response rate 52.5% 35% 17.5% 92.5% = strongly agreed/ Strongly Agree agreed Agree 0% Neutral Disagree #ADEC11Tuesday, March 15, 2011
  28. 28. WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE? 50% 40% 37.5% 30% 25% 15% 12.5% 15% read listened 0% both sometimes read, sometimes neither #ADEC11 listenedTuesday, March 15, 2011
  29. 29. WHY DID YOU CHOOSE THIS LECTURE FORMAT? 70% 67% 52.5% 35% 22% 17.5% Meets my learning Most 11% 0% style convenient It’s what I’m for me used to Didn’t want doing to deal with more technology #ADEC11Tuesday, March 15, 2011
  30. 30. THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE LEARNING OBJECTIVES. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree #ADEC11Tuesday, March 15, 2011
  31. 31. Effect on Success and Retention? #ADEC11Tuesday, March 15, 2011
  32. 32. 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION 1 90% traditional method 83% 83% 1 new method 67% 0 0 Success: # enrolled at census divided by the number of students Success 0 who end with an A, B, or C Retention Retention: # enrolled at census divided by the number enrolled at end of term. #ADEC11Tuesday, March 15, 2011
  33. 33. THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST. 50% 41% 40% 37.5% 25% 15% 12.5% Strongly Agree Agree 81% = strongly Neutral 0% agreed/agreed Disagree Strongly Disagree #ADEC11Tuesday, March 15, 2011
  34. 34. BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS MORE RELEVANT TO MY OWN LEARNING. 50% 41% 40% 37.5% 25% 15% 12.5% Strongly Agree Agree Neutral 4% 0% 81% = strongly Disagree agree/agree Strongly Disagree #ADEC11Tuesday, March 15, 2011
  35. 35. Student Interview Listen to the full 20-minute interview at: mpbreflections.blogspot.com/sharedresources #ADEC11Tuesday, March 15, 2011
  36. 36. Student Comments: evidence of deep learning “In traditional lecture classes you feel like you are being forcefed the information, but in this class you felt like you were living the history in each of the learning units and truly connecting to the material.”Tuesday, March 15, 2011
  37. 37. “I learned more than I ever thought I would. ... I will take some of the lessons I learned here with me for the rest of my life.”Tuesday, March 15, 2011
  38. 38. “The material presented in this class prompted me to evaluate my experiences as a female in terms of my connections to females who have lived before me, females now and those who will soon arrive on the scene.”Tuesday, March 15, 2011
  39. 39. “I have to admit it did take a little getting use to, and did require you to become a little more organized, BUT the richness in the information was a wonderful trade off. I feel as though I walked through the 1920s in Paris and was able to breathe in the atmosphere...”Tuesday, March 15, 2011
  40. 40. “[The class] made me look at the images I see every day in a new way. I also liked the way that the class was set up. I think that more classes should be taught this way.”Tuesday, March 15, 2011
  41. 41. “I really enjoyed the class and I understood the content a lot better than I would have in just a traditional classroom setting.”Tuesday, March 15, 2011
  42. 42. Michelle Pacansky-Brock brocansky@gmail.com blog: http://mpbreflections.blogspot.com Twitter: @brocansky Teaching Without Walls: Life Beyond the Lecture by Michelle Pacansky-Brock is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license may be available at http://www.iStockphoto.com.Tuesday, March 15, 2011

×