Talk that John Boyer and Katie Pritchard gave at SXSW on March 10, 2012.

1. Expanding Engagement to Thousands:
Super-sizing the Classroom to 3000, and Beyond
John Boyer (joboyer@vt.edu)
@plaidavenger
Geography,Virginia Tech
#the3000
Katie Pritchard (kpritcha@vt.edu)
@katiepritchard
Geography,Virginia Tech

2. Expanding Engagement to Thousands:
Super-sizing the Classroom to 3000, and Beyond
Bringing the World Into World Regions
John Boyer (joboyer@vt.edu)
@plaidavenger
Geography,Virginia Tech
#the3000
Katie Pritchard (kpritcha@vt.edu)
@katiepritchard
Geography,Virginia Tech

3. Expanding Engagement to Thousands:
Super-sizing the Classroom to 3000, and Beyond
Bringing the World Into World Regions
...and World Regions to the world
John Boyer (joboyer@vt.edu)
@plaidavenger
Geography,Virginia Tech
#the3000
Katie Pritchard (kpritcha@vt.edu)
@katiepritchard
Geography,Virginia Tech

5. Our Ultra-Large Class Basic Philosophy

6. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates

7. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:

8. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments

9. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications

10. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications
-Increased interactions among all players

11. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications
-Increased interactions among all players
Thus...

12. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications
-Increased interactions among all players
Thus...
-Is learner-centered to allow students to engage and
learn in ways best suited for them

13. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications
-Increased interactions among all players
Thus...
-Is learner-centered to allow students to engage and
learn in ways best suited for them
-Students are treated as individuals, take “ownership”

14. Our Ultra-Large Class Basic Philosophy
-The instinct is to over-structure, have well-
defined guidelines, and rigid due dates
-We have adopted the opposite approach:
-Maximum flexibility in assignments
-Maximum flexibility in communications
-Increased interactions among all players
Thus...
-Is learner-centered to allow students to engage and
learn in ways best suited for them
-Students are treated as individuals, take “ownership”
....and in doing these things, we have found that
a GROUP SYNERGY evolves organically

15. About our course
Title: World Regions (Geography 1014)
Students: 2750
Live Lecture: Monday 7pm-9:45pm
Optional films shown Tuesday or Wednesday at 7pm

16. About our course
Title: World Regions (Geography 1014)
Students: 2750
Live Lecture: Monday 7pm-9:45pm
Optional films shown Tuesday or Wednesday at 7pm
The content: what every student ought
to know about the rest of the
world....but doesn’t.

17. In the classroom: 2 large screens set up - one with
lecture and other with rotating regional slides

18. A classroom of thousands is kind of weird....

19. A classroom of thousands is kind of weird....

20. Weird approaches....
different language, different formats, different
mediums, different assessment options....

21. Weird approaches....
different language, different formats, different
mediums, different assessment options....

22. Weird approaches....
different language, different formats, different
mediums, different assessment options....
A weird
textbook

23. Weird approaches....
different language, different formats, different
mediums, different assessment options....
A weird Weird
textbook graphic
approach

24. Weird approaches....
different language, different formats, different
mediums, different assessment options....
A weird Weird
textbook A weird dude graphic
approach

25. A
weird
site

26. A weird grading system...
Diversity of student assessment options
1)13 weekly quizzes x 30pts=400 (+10 for doing all 13)
2)Midterm Exam=125
3)Final Exam=125
4)World Leaders Exam 50x2 =100 (+10 for dressing up)
5)Films 10x15pts=150 (15pts each up to 150)
6)Non-class events paper=25/each
7)Atlas quizzes (11)=110
1050 points = A
8)Twitter Assignment=200
9)Forum Commenting (14wks) =210 950 points = B
10)Geographic Film Review=25/each etc.
11)Flash Quizzes=???
12)Random Attendance=???
13)Plaid Correspondents/Artists=???
Total! 1500+ ???

27. A weird grading system...
Diversity of student assessment options
1)13 weekly quizzes x 30pts=400 (+10 for doing all 13)
2)Midterm Exam=125
3)Final Exam=125
4)World Leaders Exam 50x2 =100 (+10 for dressing up)
5)Films 10x15pts=150 (15pts each up to 150)
6)Non-class events paper=25/each
7)Atlas quizzes (11)=110
1050 points = A
8)Twitter Assignment=200
9)Forum Commenting (14wks) =210 950 points = B
10)Geographic Film Review=25/each etc.
11)Flash Quizzes=???
12)Random Attendance=???
13)Plaid Correspondents/Artists=???
Total! 1500+ ???
...but let’ get back to how we use all this crazy
crap and new technologies to teach thousands

28. How we do it
(and the technologies that help)

29. How we do it
(and the technologies that help)
Communications

30. How we do it
(and the technologies that help)
Communications
Community building and social networking

31. How we do it
(and the technologies that help)
Communications
Community building and social networking
Future endeavors

32. How we do it
(and the technologies that help)
Communications

33. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student

34. Ways to stay connected...
-New: Subscribe to Professor Boyer on
Facebook - facebook.com/joboyer
-Like the Plaid Avenger on
Facebook - facebook.com/plaidavenger
-Follow the Plaid Avenger on Twitter -
twitter.com/plaidavenger
-Join Turntable.fm and play tunes in The
International Spin room -
turntable.fm/the_international_spin
-Use the class Twitter hashtag #wrvt to interact
with fellow students, ask questions, and get info

35. Increased interactions
Professor Facebook/Twitter - class notices, quick
polling

36. https://www.facebook.com/joboyer/posts/10100476933837623

37. Increased interactions
Professor Facebook/Twitter - class notices, quick
polling
Twitter - Class hashtag

38. http://tweetchat.com/
room/wrvt

39. http://tweetchat.com/
room/wrvt

40. Increased interactions
Professor Facebook/Twitter - class notices, quick
polling
Twitter - Class hashtag
Poll Everywhere - In class on the spot polling

42. Increased interactions
Professor Facebook/Twitter - class notices, quick
polling
Twitter - Class hashtag
Poll Everywhere - In class on the spot polling
Ustream - Online office hours

43. Ustream http://www.ustream.tv/channel/prof.-boyer's-office-hours

44. spreecast

45. Increased interactions
Professor Facebook/Twitter - class notices, quick
polling
Twitter - Class hashtag
Poll Everywhere - In class on the spot polling
Ustream - Online office hours
Video podcasts - current events, other topics

46. Blogs/Podcasts
-continued
dialogue
-expanded, tag-
able, content
http://
www.plaidavenger.
com/plaidcasts/all/

47. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking

48. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction

49. Plaid forums = students posting and discussing
current event news stories w/regional themes

50. A word on our Forums assignment.....

51. A word on our Forums assignment.....

52. A word on our Twitter assignment.....
http://twitter.com/
#!/list/plaidavenger/
world-leaders

53. A word on our newest assignment: Delicious

54. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction

55. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction
-Student input creating shared knowledge

56. International interview = students inputing
knowledge into the system
http://www.plaidavenger.com/international-
interviews/all/

60. Turntable.fm = Playing international music

61. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction
-Student input creating shared knowledge

62. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction
-Student input creating shared knowledge
-Networking to ‘experts’ outside the classroom

65. The Way - Shout Out

66. The Way - Shout Out

67. The Way - Shout Out

68. The Way - Shout Out

69. The Way - Shout Out

70. Skype: bringing the world into the classroom

74. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction
-Student input creating shared knowledge
-Networking to ‘experts’ outside the classroom

75. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Content driven exercises that create interaction
-Student input creating shared knowledge
-Networking to ‘experts’ outside the classroom
....and in doing these things, we have found that a
GROUP SYNERGY evolves organically

76. Bouncing Cats Invisible Children

77. “Open invitation” from
Aung San Suu Kyi

78. Group Synergy...creating community

79. Group Synergy...creating community
Shadow Cabinet taking on life of its own

80. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...

81. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...

82. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...
Students “owning” their class

83. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...
Students “owning” their class
ex. FB cheaters

84. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...
Students “owning” their class
ex. FB cheaters
ex. ‘The Way’, Aung San Suu Kyi, Invisible Children

85. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...
Students “owning” their class
ex. FB cheaters
ex. ‘The Way’, Aung San Suu Kyi, Invisible Children
Students stay connected long after class ends through
Facebook and Twitter = life long learners

86. Group Synergy...creating community
Shadow Cabinet taking on life of its own
Hashtag has become valuable
communications tool, beyond our uses...
Turntable.fm interaction has become much more
than music...
Students “owning” their class
ex. FB cheaters
ex. ‘The Way’, Aung San Suu Kyi, Invisible Children
Students stay connected long after class ends through
Facebook and Twitter = life long learners
Students get INSPIRED

87. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Geo-content driven exercises that create interaction
-Student input creating geo-knowledge
-Networking to ‘experts’ outside the classroom
....and in doing these things, we have found that a
GROUP SYNERGY evolves organically

88. How we do it
(and the technologies that help)
Communications
-Overcoming distance between instructor-to-students, and
student-to-student
Community building and social networking
-Geo-content driven exercises that create interaction
-Student input creating geo-knowledge
-Networking to ‘experts’ outside the classroom
....and in doing these things, we have found that a
GROUP SYNERGY evolves organically
Future endeavors

89. Future endeavors....

90. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...

91. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...
Isn’t everyone in the world
an ‘expert’ in something?

92. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...

93. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...
-Creating more social networks of “specialists”
(in our case, ‘regional’ and local experts)
at the global scale to visit each other’s classrooms...

97. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...
-Creating more social networks of “specialists”
(in our case, ‘regional’ and local experts)
at the global scale to visit each other’s classrooms...

98. Future endeavors....
-Creating more student-derived content exercises
pushing them out into the real world to bring back
knowledge...
-Creating more social networks of “specialists”
(in our case, ‘regional’ and local experts)
at the global scale to visit each other’s classrooms...
-Building an on-line community classrooms to
share common-time real events like guest
speakers and international films....

99. FIlm is a powerful community-building tool....

100. FIlm is a powerful community-building tool....

102. Technologies in the classroom are not just gimmicks:
HARNESS THE TOOLS!

103. Technologies in the classroom are not just gimmicks:
HARNESS THE TOOLS!
Students don’t have to be
passive:
HARNESS THEIR
KNOWLEDGE!

104. Technologies in the classroom are not just gimmicks:
HARNESS THE TOOLS!
Students don’t have to be
passive:
HARNESS THEIR
KNOWLEDGE!
You don’t have to do it alone:
HARNESS
COMMUNITY-
BUILDING EFFORTS!

105. Technologies in the classroom are not just gimmicks:
HARNESS THE TOOLS!
Students don’t have to be
passive:
HARNESS THEIR
KNOWLEDGE!
You don’t have to do it alone:
HARNESS
COMMUNITY-
BUILDING EFFORTS!
Large classes can make large demands:
HARNESS THE POTENTIAL!

106. Closing thoughts...

107. Closing thoughts...
Why wouldn’t we EXPECT that “stars” would want to share
their knowledge with a motivated focused group of folks?

108. Closing thoughts...
Why wouldn’t we EXPECT that “stars” would want to share
their knowledge with a motivated focused group of folks?
Classrooms of the future (esp. college) are going to HAVE
to provide meaningful and special
experiences...otherwise, what’s the point?

109. Closing thoughts...
Why wouldn’t we EXPECT that “stars” would want to share
their knowledge with a motivated focused group of folks?
Classrooms of the future (esp. college) are going to HAVE
to provide meaningful and special
experiences...otherwise, what’s the point?
Anyone or any system can produce content
consumable by millions...
....but that is not teaching, that is TV.

110. Closing thoughts...
Why wouldn’t we EXPECT that “stars” would want to share
their knowledge with a motivated focused group of folks?
Classrooms of the future (esp. college) are going to HAVE
to provide meaningful and special
experiences...otherwise, what’s the point?
Anyone or any system can produce content
consumable by millions...
....but that is not teaching, that is TV.
Teaching is the art of the educational conversation
...which is a 2-way street, or perhaps in our age,
a multi-lane superhighway

111. Don’t forget to rate our talk on the SXSW mobile app!
Thanks!