From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century Honors Students
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This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
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From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century Honors Students
- 1. NATIONAL COLLEGIATE HONORS COUNCIL CONFERENCE, DENVER 2014 From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century Honor Students slidesha.re/13T00Is
- 2. Overview Motivation & Context 21st Century Learning & Teaching Honors Course Objectives & Pedagogy Technology Fit: Frameworks Web Applications & Examples Additional Resources Q&A
- 3. Which Type of an Educator ARE You?
- 4. There Is No App for Good Teaching http://www.theatlantic.com/features/archive/2014/08/the-future-of-college/375071/
- 6. Kodak Moment for Higher Education? http://www.washingtontimes.com/news/2012/mar/22/higher-educations-kodak-moment/
- 7. Select Education Muses “A teacher’s job is to lead forth the powers that lie asleep within her students.” ~ William Deresiewicz
- 8. 21st Century Learning Transitioning from teacher-centered, classroom-based education to student-driven, technology-enabled learning environment, fusing vast informational resources with personal motivation to learn & life outside of the classroom.
- 9. Actual Learning Outcomes Content Technology Faculty Resources Students Pedagogy 21st Century Environment Needs Institutional Learning Outcomes Program Learning Outcomes Course Learning Outcomes Program Space Culture Feedback/ Assessment Assignments Course Design 21st Century Student-Centered Teaching & Learning Environment ERI 2 - engaging, relevant, immersive, empowering, reflective, interdisciplinary
- 10. Focus of Honors Course Objectives Written Communication Oral Communication Analysis & Synthesis of Ideas Critical Thinking Inquiry & Problem Solving Creative Process http://nchchonors.org/faculty-directors/honors-course-design/
- 12. Characteristics of Honors Pedagogy Pursues Academic Excellence Poses Challenges Requires Engagement Stirs Passion Inspires Wonder Creates Community Nurtures & Supports Teaching & Learning in Honors (2002) edited by Fuiks, C. & Clark, L. (p. 3)
- 13. More Pedagogy - Pillars of Honors Education Creating community Interaction, (peer) feedback, active learning Collaborative, co-operative learning Encouragement, joy, inspiration Availability, interest in students, commitment Enhancing academic competence Multi- and inter-disciplinary thinking, multiple perspectives Scholarly teaching, academic depth, involvement in research Challenging learning tasks, difficulty, acceleration Offering freedom Flexibility, allow for self-expression, openness Innovative teaching, experimentation, fun Professionalism, novice relationship, challenge
- 14. Why Not Technology in Honors?
- 15. Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140.
- 16. Technological Pedagogical Content Knowledge • Identifies the knowledge teachers need to teach effectively with technology. • Describes dynamic relationship between elements, depending on context. • No single combination of elements will apply to every course, teacher, etc. Reproduced by permission of the publisher, © 2012 by http://www.tpack.org
- 17. Digital Bloom’s Taxonomy http://digitallearningworld.com/tag/blooms-digital-taxonomy
- 18. The Pedagogy Wheel: Digital Bloom’s Taxonomy & SAMR Model http://www.educatorstechnology.com/2013/05/a-new-wonderful-wheel-on-samr-and.html
- 19. Technology Integration Matrix http://fcit.usf.edu/matrix/matrix.php
- 20. 75 Free Technology Resources & Their Fit with Honors Course Objectives & Pedagogy http://www.freelearningtools.org/give-a-man-a-fish-and-you-feed-him-for-a-day
- 21. Support for Written Communication Reflection – Blogs: WordPress, Blogger, Tumblr Collaborative Writing – Google Drive (Docs) Visual Essays – Livebooklet Posters - Glogster Self-publishing: • Book Makers - Storybird • Comics - Storyboardthat • Magazines - Issuu • Tell Interactive, Non-linear Stories- Twinery Resources for Authors – StoryToolz
- 22. Using Blogs for Structured Study Abroad Intercultural Competence Development http://culturalpathways2.tumblr.com/
- 23. Understanding Digital Identity – Student Reflection
- 24. Support for Oral Communication Learn from the Best - TED Visual Aids– Prezi, PPT, Haiku Deck Podcasts – Podomatic Visualizing Debates - DebateGraph
- 25. Support for Analysis & Synthesis of Ideas Discover Ideas: • Sources – YouTube, Google Search, Google Scholar, Brainspace • Digital Books – Project Gutenberg • News Aggregation – Feedly, Flipboard • Metasource – http://content-discovery-tools. zeef.com/robin.good Build Articles - Wikipedia Synthesize Ideas – Pbworks Create Lessons– Blendspace, Ted-Ed Create Step-By-Step Guides- Snapguide
- 27. Support for Critical Thinking Content Curation – ScoopIt! Mind Maps – Coggle Map Creators – Zeemaps Interactive Maps– CartoDB Timelines – TikiToki Infographics – Info.gram Brainstorming – Bubbl.us Flowcharts and Diagrams – Gliffy, Creately Listicles (list articles) – Listly Game Design - Zondle
- 28. Demonstrating How Learning Experiences Helped Developed Habits of Mind https://tcu.digication.com/christine_anding/I_Have_the_Knowledge_and_Ability_to_Act_As.../ published
- 30. Support for Inquiry & Problem Solving Test Creation – Quizlet Interactive Video Lessons - eduCanon Bibliography Creation – EasyBib Social Bookmarking – Diigo, Storify Annotated Bibliographies - Pinterest Problem Solving Aid -Wolfram Alpha
- 31. Support for Creative Process Media Collections: • Free Images – Pixabay, Freeimages • Free Music – Jamedo, • Audio - Freesound.org Visual Note Taking - OneNote Digital Stories: • Collages – Piktochart • Animations - GoAnimate, Sparkol, • Videos-Wevideo, Animoto Scavenger Hunt Design & ePortfolios - Wix, Weebly, Google Sites
- 33. Course Material Synthesis & Overview http://goanimate.com/videos/07FIWieX3W3k?utm_source=linkshare&utm_medium=linkshare &utm_campaign=usercontent
- 34. Course Reflection Video https://www.youtube.com/watch?v=UqLxEkuY7R8
- 35. See https://www.youtube.com/watch?v=ijI_MR8YSIo and https://tcu.digication.com/paige_weishaar/About_Me/published
- 36. Engagement Polls – Polleverywhere Discussion - ProBoard Curation in Social Media – Twitter, Pinterest, Facebook, Instagram, Google+ Games – Zondle
- 38. Create/Play Games Over Course Material To sample games, go to http://www.zondle.com, join as a student and enter class code: 25772-52770
- 39. Community & Supports Promoting connection & collaboration within groups, between groups, between classrooms, with professionals, with professors, with the community Digital Icebreakers – Slideshare, Prezi Quick Feedback - Facebook (closed groups) Classroom Support - LMS – e.g., Moodle Community Collaboration - Social Media –including LinkedIn Online Office Hours/Conferences – Skype, Facebook Messenger Virtual Speakers – Skype, Google Hangout Team Communication – GroupMe Peer-to-peer Feedback – ePortfolios. Google Drive Team Collaboration – ePortfolios, Wiggio
- 40. Digital Icebreakers Prepare a Visual Resume/Introduction to be shared with the class. The Visual Resume should tell who you are as a person (hometown, major(s), strengths, what you do for fun, what you’re passionate about, social media platforms used), as a learner (learning style, best learning experience), and as a professional (goals in life, perfect job), using a digital platform of your choice, e.g., prezi, slideshare, youtube, glogster. Please limit yourself to about 20 slides/2 minutes. http://www.slideshare.net/paigeweishaar/visual-resume-30173748/1
- 41. Building Community & Providing Support Through a Closed Facebook Group Building Community Providing Immediate Support Sharing Resources Expanding Class Discussions
- 42. ePortfolio as a Collaboration Space https://tcu.digication.com/hcol_40043_disruptive_nature_of_information_technology/Welcom e/published
- 44. Building Personal Learning Environments http://www.ascilite.org/conferences/hobart11/downloads/papers/Poot-concise.pdf
- 45. Find More Tools
- 46. Find More Conceptual Resources
- 47. Which Type of an Educator WILL You Be?
- 48. Interested in Continuing the Conversation? Thank You! Contact http://slidesha.re/13T00Is
Editor's Notes
- Ultimately, though, higher education must take control of its own future. The world is indeed changing, rapidly, and colleges and universities must seize the moment to meet the rising demand for high-quality skills that are vital to our collective well-being as a nation. If they don’t, they, like Kodak, risk the chance of being gone in a flash.
- it has to be collaborative, connected and creating community, student interest-driven Technology-enabled and –enriched TRANSFORMATIVE What difference does the course makes – learning outcomes vs. what does it take to make the difference – the course design.
- Most Honors courses will have the following five objectives, or some variation: 1.To help students develop effective written communication skills (including the ability to make effective use of the information and ideas they learn); 2.To help students develop effective oral communication skills (while recognizing that not all students are comfortable talking a lot in class); 3.To help students develop their ability to analyze and synthesize a broad range of material; 4.To help students understand how scholars think about problems, formulate hypotheses, research those problems, and draw conclusions about them; and to help students understand how creative artists approach the creative process and produce an original work; 5.To help students become more independent and critical thinkers, demonstrating the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society.
- Technology can be a tool to help develop certain habits of mind and facilitate formation of identity; Technology can help students learn how to learn – a KEY metacognitive skills, as identified by Marty Neumeier in his 5 Metaskills for the Robotic Age book.
- Course Objective: Demonstrate an understanding of digital identity and the impact it has on our physical lives. I created an infograph that explores how to create and maintain a digital identity that is a unique and consistent representation of who YOU are! Let’s go exploring with Abby as she creates her digital identity and turns her life around
- Metacognitive exercise that can “help students learn to take control of their own learning by defining learning goals and monitoring their progress.” Emphasis on the process of student being and becoming rather simply expressing pre-defined identities as specified by institutional curricula. Develop a better sense of self -> become self-directed, self-driven learner, ready to change the world. Collaborative Topic Research -> Class Discussion -> Collaborative Written Inquiry Proposal -> reflection on other groups’ work -> improvements to Inquiry Proposal