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#EdTech: Designing Courses That Use Technology to Enhance Collaborative Active Learning
- 1. #EdTech Designing Courses That Use Technology to Enhance Collaborative Active Learning University Conference on Teaching, Learning & Technology Reaching 21st Century Students:| UMass Boston May 12, 2017 Lightning round talk & slides: Marilyn Morgan
- 2. The Changing Landscape of Learning in Higher Ed
- 3. “How do I use technology to engage students in active learning?” Create assignments that require students to do things with technology & think about the things they are doing Craft assignments that require students to interact with and reflect on the subject matter in substantive ways Design assignments where students are forced to work together to solve a problem creatively but give time to reflect alone Prepare in advance!
- 4. Courses as Collaborative Discovery Spaces Samples from History Classes Online Exhibits & Timelines Blogs Mobile apps
- 5. Online Exhibits & Interactive Timelines Facilitates dynamic interactions: • Student-student • Student-data • Student-technology • Student-professor • Student-public audience
- 7. Online Exhibits: Developing Skills & Learning by Educating Others
- 8. Excerpt from student in Evernote chat: Tue 4/28/2015 6:45 PM “I am officially frustrated. I created a map but I am unsure how . . . to link it to the Omeka exhibit. I only attached international letters so far. Struggle is real.” Wed 4/29/2015 4:15 PM She persevered, created her map & proudly shared her discovery with the class. Interactions: Student-data; Student-technology; Student-instructor; Student-general public Learning Outcomes: Engagement, Transferable Knowledge & Problem Solving
- 9. Interactions Student-student Student-data Student-technology Student-professor Student-public audience Developing Skills & Communicating Beyond the Classroom: Blogs
- 10. Student evaluation “I loved . . . being challenged to find a variety of sources (images, maps, advertisements, etc.). It was a pleasure to get to have creative assignments like blog posts instead of standard response papers.”
- 11. http://www.archivespublichistory.org/?p=1003 Learning Outcomes Students Develop Technical Skills & Share Findings Beyond Classroom
- 12. Information is ubiquitous Discovery happens anywhere and anytime that learners find convenient 83% of college students regularly use their smartphones for quick information discovery Enhancing Communication by Building on Technology They Already Use
- 13. Integrating Tech & Mobile Apps: Challenges in the Classroom Disruptions & Distractions Discomfort Chaos Inversion of hierarchy/loss of control In-class introduction to Evernote app on phone: unconventional, somewhat chaotic and uncomfortable.
- 14. Leveraging Mobile Apps • Independent • Collaborative • Convenient Student’s notes • taken on phone • shared with me • Shared with class My weekly modules • Easily accessible via mobile devices • Diminishes excuses
- 15. RESULTS & REACTIONS Students reflect, grapple with & solve problems, learn by teaching Excerpt from Undergraduate Student Reflection “My own stubbornness and curiosity continue to drive me to demystify this place—this thing—that I was born into. Food is an essential part of the Southern story, and yet more and more I find that most of it isn’t ours to claim at all. For me, grits were an obvious centerpiece for this assignment. . . . Through my timeline, I hope to give my classmates and I a more holistic view of the origins of grits, the roles it has played in American history, and the variety of forms we find it in today. I begin in West Africa four centuries ago with historical details from Frederick Douglass Opie, and end with a recent post from Southern Living. Many of the entries I chose did not include a specific date, so I marked them as January 1st of the year they were published. I also wish I had more historical background on the image of African American women husking hominy, which I refer to in my post. Finally, I had serious trouble getting the picture of Native American women to embed. . . . In spite of these small hiccups, I thought this assignment was straightforward and creative. I thoroughly enjoyed digging up a variety of sources (songs, maps, posters, advertisements, scholarship, etc.) rather than just sticking to peer-reviewed journals or books.”
- 16. Interact Inspire Integrate Technology 3 Iterative Actions to Enhance Learning Using Tech to Create Collaborative Discovery Spaces in Courses
- 17. Lessons Learned “Just do something. Do whatever you can within the confines of the resources you have.” ~ Jason Evans Groth User Experience Librarian for Digital Media “We don’t learn from experience. We learn by reflecting on experience.” ~ John Dewey
Editor's Notes
- Over the past fifteen years, technology and user expectations have drastically transformed academic libraries. Once quiet and austere repositories that prioritized the guardianship of books and special collections over the experience of users, they have become active centers of learning equipped with cafes, computer terminals, and comfy chairs. Users access catalogs on mobile devices. The Internet has made academic knowledge broadly & freely available People may instantly pursue any curiosity, expand their research, and disseminate their work like never before. Single-search inquiries revolutionized discovery systems Libraries have altered their platforms —creating “next-generation catalogs”—to match user’ expectations & provide easy ways to search Hollis classic to Hollis+ Online-learning, open access, and most recently, the use of complex, large datasets in research directly affect the library’s role in higher education. Dynamic visualization of information is embedded in our culture According to the 2015 Student Engagement Insights survey, only 51% indicated they go to use the online databases In a world where numbers drive funding, ALA, ARL, NMC: academic libraries must become active shapers of curriculum, take the lead in teaching information literacy or risk becoming underutilized, seen as obsolete, (and potentially face budget cuts)
- Engage students in activities, including small group work, discussion, problem-solving, and interactive exercises, that engage their critical thinking skills and provoke analysis, synthesis, and evaluation of class content.[2] 1.Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991, 2). 2. Ibid.
- Sharing work with public
- Sharing work with public
- Engage students in activities, including small group work, discussion, problem-solving, and interactive exercises, that engage their critical thinking skills and provoke analysis, synthesis, and evaluation of class content.[2] 1.Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991, 2). 2. Ibid.
- foster learning experiences that lead to the development of real-world skills and concrete applications for students Redefine expectations and role of librarians: Integral partners and facilitators of learning
- Sharing work with public
- After writing a series of short, reflective posts during semester, students write a more formal final post that appears on our Archives & Public History website
- How people learn: According to “Pearson (Higher Education) Student Mobile Device Survey 2015: National Report: College Students” use their smartphones regularly for quick discovery (1,211 college students) Cultural shift: Modes and methods of accessing info rely increasingly on visualization of information, less on text
- Defining 3 primary elements to improve the experience of users was difficult! I could talk for days about pedagogy and student engagement I agonized over this for days on how to articulate my answer bc at its heart, the top three elements needed to improve, based on my exp as a teacher and librarian, are quite basic. Librarians are smart and inquisitive; this is Harvard; I felt somewhat obligated to contrive a complicated answer to appease this intimidating audience. I should thank you bc my anxiety over this issue caused me to lose 2 pounds—and right before thanksgiving. However simple it sounds, my initial response remains: there are 3 primary and simple iterative actions libraries can take to create programs & services Integrate, Interact, Inspire Really exciting opportunity for librarians to be a part of a revolution in higher education. Librarians are intelligent, passionate about information and knowledge, and experts in managing data and teaching info literacy Many of the changes in higher ed are cross-disciplinary & Libraries provide provides common cross-disciplinary area Increasingly important past of Info Lit in our evolving culture is information or data visualization