University of Louisville 2012 Celebration of Teaching and Learning Welcome
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The 2012 Celebration of Teaching and Learning "Envisioning Teaching and Learning in the Digital Age" was held in February of 2012 at the University of Louisville. This was the welcome presentation I designed for the executive director of the Delphi Center for Teaching and Learning.
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University of Louisville 2012 Celebration of Teaching and Learning Welcome
- 1. 2012 Celebration of Teaching and Learning Envisioning Teaching and Learning in the Digital Age
- 3. Why are we here?
- 4. Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, TX: The New Media Consortium. Picture: http://en.flossmanuals.net/class-acts/ch015_thexoisateachersdreammachine /
- 6. Population • Responses from 3,000 students at 1,179 colleges and universities provided a nationally representative sample of students • Data were weighted to match statistics from the National Center of Education Statistics for the composition of college students in the United States on the following variables: Year (freshman, sophomore, junior, senior) Age Institution type (public, private, for-profit) Gender Institution size Region Institution type (4-year vs. 2-year) Ethnicity Major of study Dahlstrom, E., Grunwald, P., de Boor, T., & Vockley, M (2011). ECAR national study of students and information technology in higher education, 2011. Educause Center for Applied Research.
- 7. Your perspective: Clickers Have you used Clickers to teach, mentor, and/or communicate with students in the past year? A:Yes B: No
- 8. Students’ perspective: Clickers Tell us, which of the following [technolgies] your instructors used to teach, mentor and communicate with you in the past year.
- 9. Your perspective: Email Thinking about the most recent school year, how often did you [use email], whether it was for school or personal purposes? A: Several times a day B: Once a day C: A few times a week D: Less often E: Do not use
- 10. Students’ perspective: Email Thinking about the most recent school year, how often did you [use email], whether it was for school or personal purposes?
- 11. Your perspective: text messaging Thinking about the most recent school year, how often did you [use text messaging], whether it was for school or personal purposes? A: Several times a day. B: Once a day. C: A few times a week. D: Less often E: Do not use
- 12. Students’ perspective: text messaging Thinking about the most recent school year, how often did you [use text messaging], whether it was for school or personal purposes?
- 13. Your perspective: blogs Thinking about the most recent school year, how often did you [use blogs], whether it was for school or personal purposes? A: Several times a day. B: Once a day. C: A few times a week. D: Less often E: Do not use
- 14. Students’ perspective: blogs Thinking about the most recent school year, how often did you [use blogs], whether it was for school or personal purposes?
- 15. Your perspective: YouTube Thinking about the most recent school year, how often did you [use YouTube], whether it was for school or personal purposes? A: Several times a day. B: Once a day. C: A few times a week. D: Less often E: Do not use
- 16. Students’ perspective: YouTube Thinking about the most recent school year, how often did you [use YouTube], whether it was for school or personal purposes?
- 17. Your perspective: Twitter Thinking about the most recent school year, how often did you [use Twitter], whether it was for school or personal purposes? A: Several times a day. B: Once a day. C: A few times a week. D: Less often E: Do not use
- 18. Students’ perspective: Twitter Thinking about the most recent school year, how often did you [use Twitter], whether it was for school or personal purposes?
- 19. Your perspective: What is your experience with incorporating technology in the classroom specifically? A: I am a novice with incorporating technology in the classroom. B: I have incorporated some technology into some of my courses. C: I have incorporated some technology into all of my courses. D: I regularly use technology for all of my courses. E: I am an expert with incorporating technology in the classroom.
- 20. Your perspective: How familiar are you with how technology can be used to promote student learning? A: I have a very low level of familiarity. B: I have a low level of familiarity. C: I have a moderate level of familiarity. D: I have a high level of familiarity. E: I have a very high level of familiarity.
- 21. Your perspective: What is your primary goal for attending the Celebration? (please choose one) A: Better understand the implications of digital environments for college pedagogy broadly. B: Understand key components of best practices using technology across the curriculum. C: Gain hands-on experience using new instructional technologies and tools. D: Networking with your colleagues. E: Reflecting on your teaching practices
- 26. For Today . . . • Help you think more critically about your teaching and how technology can help you be more effective • Provide resources and tools • Engage you in rich conversations – both face to face and digitally – with colleagues • Leave you feeling excited and energized by the possibilities that exist in this digital age
Editor's Notes
- Welcome! We’re happy you’re here! This year’s theme is “Envisioning Teaching and Learning in the Digital Age.” This year, we consider the current context of teaching and learning: the Digital Age. What do we mean by the “Digital Age?” We mean:
- In the last 60 seconds, more than: 600 videos have been posted to YouTube, 1,500 new blog posts were published, 168 million emails were sent, 320 Twitter accounts were created,
- 710 computers were sold, 81 iPads and 925 iPhones were purchased. Technology is everywhere, including education.
- The NMC (New Media Consortium) is an international community of experts in educational technology that drives innovation across higher education. Each year, this group publishes a document called The Horizon Report . Three important takeaways from the 2011 Report are: “ People expect to be able to work, learn, and study wherever they want” “ The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured” “ The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators”
- What does this mean for teaching and learning in higher education? Recent research in attention and neuroscience has taught us that the brain is plastic – it is a “learning organism” that is changed by its environment, throughout life, through experiences, interaction, and even education. What we do literally affects how the brain works. So, if we give the brain stock questions that are inauthentic, it will learn to think in small, narrow, and disconnected ways. If we, however, give the brain ill-defined problems, real-world challenges, and opportunities to collaborate, then the brain will learn how to think in critical and creative ways. How do we do this? One way is to use the digital media and technologies that are ever-present to reinforce and reinterpret what we already know helps students learn – best practices such as group work, assessing student learning early and often, problem- and project-based learning, and using questions.
- Where do we fit? Where do our students fit? Well, let’s see. How does your use of technology for academic purposes compare with students’ use of technology? We will compare your responses to the responses of 3,000 students surveyed at 1,179 colleges and universities through the Educause National Study of Students and Information Technology in Higher Education (2011) . The data were weighted in the listed areas so that the student responses would be representative of the composition of college students in the United States. Turn on your iClicker by pressing the bottom on/off button. The blue light should be on. Please take a few seconds to respond to each question.
- [Edna will bring up faculty responses in a pie chart.]
- [Compare faculty responses to student responses.]
- [Edna will bring up faculty responses in a bar chart.]
- [Compare faculty responses to student responses.]
- [Edna will bring up faculty responses in a bar chart.]
- [Compare faculty responses to student responses.]
- [Faculty will bring up faculty responses in a bar chart.]
- [Compare faculty responses to student responses.]
- [Edna will bring up faculty responses in a bar chart.]
- [Compare faculty responses to student responses.]
- [Edna will bring up faculty responses in a bar chart.]
- [Compare faculty responses to student responses.]
- [Edna will bring up faculty responses in a bar chart. Comment as needed.]
- [Edna will bring up faculty responses in a bar chart. Comment as needed.]
- [Edna will bring up faculty responses in a bar chart. Comment as needed.]
- Although it is likely that students used the mentioned technologies for primarily personal purposes, the point is still the same: many students are using these technologies regularly. And while they may be using these technologies regularly, they do not necessarily know how to use them well or to their best academic benefit. We can bridge this gap between faculty and students by learning and using pedagogically appropriate technology that is not only interesting, but helps students learn effectively. One of the primary goals for this conference is to help you learn to do just that. We will be revisiting these questions at the end of the day with Dr. Harry Pickens as he helps us reflect on our learning and the implications for our teaching practices. And whether you selected one of the listed conference goals or another, this is a place to start our conversation.
- With the prevalence of technology, it can be easy to defer to technology as the solution to or cause of all problems in education. But, in a response to a New York Time’s editorial entitled “The Twitter Trap” where social media was harangued as a distraction from real, intelligent discourse, Catherine Davidson said, “It’s not the technology, stupid!”
- Although I might not use those words, her point is well-taken. Just because technology is there, does not necessarily mean that we should use it. A course without technology can be an amazing learning experience, but only if we use strategies and tools that engage students and help them think critically and deeply about the material. Similarly, technology will not facilitate student learning if it is incorporated with no consideration of the pedagogical goals or how to best use the tools that are available.
- Technology serves as a bridge to engage students in the learning process. The pedagogical questions are still the same: How do I help student learn to think critically? How do I engage students in the learning process? How do I best communicate key ideas to my students? What technology provides us are new tools that are effective at addressing our new knowledge of students and the world. Ultimately, we need to consider the best ways to foster student learning – and technology expands those possibilities.
- We hope that today’s conference will: Help you think more critically about your teaching and how technology can help you be more effective Provide resources and tools Engage you in rich conversations – both face to face and digitally – with colleagues Leave you feeling excited and energized by the possibilities that exist in this digital age. Now I’d like to introduce Dr. Marie Kendall Brown who will share some important information about today’s event.