The Anatomy of the 21st Century Educator
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The document discusses the anatomy of a 21st century educator and identifies key components or "body parts" that modern educators need. These include: being a bridge between educational research and teaching practice; participating in communities of practice to continuously improve teaching skills; and making use of learning technologies to scale instruction, unbundle education, and cope with disruptions. Examples are provided of flipped classrooms, open educational resources created by students, and a peer instruction system used in a physics course that increased student engagement and understanding.
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The Anatomy of the 21st Century Educator
- 1. The Anatomy of a 21st Century Educator Simon Bates simon.bates@ubc.ca @simonpbates bit.ly/batestalks
- 2. Overview Drivers of change ! Body parts ! Examples CC-BY 2.0 https://flic.kr/p/8PhF4g
- 3. Drivers of change - example CC BY-NC-SA 2.0 https://flic.kr/p/2ZdABF
- 4. Technology - scale and pace Slide credit: Eric Grimson (MIT)
- 5. Technology - scale and pace Slide credit: Eric Grimson (MIT)
- 6. Technology - reach and unbundling https://www.youtube.com/watch?v=QWEq3xifCDw
- 7. Technology - reach and unbundling https://www.youtube.com/watch?v=QWEq3xifCDw
- 8. Technology - disruptions Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/
- 9. Technology - implications Changing the ! ! ! ! of many aspects of life, …and learning is included what, where, when, how, from whom and with whom
- 10. Body parts – the teachers’ anatomy
- 14. Communities of Practice groups whose “members share a passion for something they do and who interact regularly to learn how to do it be7er” (Wenger 2006)
- 17. A bridge between research about learning and implications for teaching practice ! ! Why certain approaches work (or fail) ! Approaches that foster effective learning in different contexts ! Resources: h7p://www.cmu.edu/teaching/principles/index.html ! 1page: CM U website h7p://goo.gl/eLSYYH 2page: Brent & Felder h7p://goo.gl/oUx6A9 5page: Bates & Madhani h7p://goo.gl/lqmSI ! !
- 20. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111 Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111 “This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
- 22. www.typeform.com
- 28. ~2010 ~2006 2013
- 29. Example - flipped classrooms
- 30. Example - flipped classrooms
- 31. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx
- 32. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx
- 33. Example - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/
- 34. Weekly rhythm for our 1A class
- 35. Weekly rhythm for our 1A class
- 36. Learning gains on PI
- 37. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
- 38. 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
- 42. ~2010 ~2006 2013
- 44. Ins$tu$ons((signing(up(per(year:( ! 2009:! ! !22( 2010:! ! !66( 2011:! ! !204( 2012:! ! !266( 2013!(Jan,Jun):! !214( Growing(content(repository:( ! Courses:! !2,500( Logins/month:! !75,000( Ques<ons:! !600,000( Answers:! !12,000,000( Answers (20,000,000) Questions (1,000,000)
- 48. Typical implementation Minimum participation requirements for each of two assessment exercises (PW1, PW2) Write 1 Answer 5 Rate / comment 3 5% course credit Physics 101, Energy & Waves Winter Semester: 3 sections, 791 students
- 49. Design and Methodology TOCCLT'.' - QestIsct How 1o... q/t4osTer Submit ond onswer questions on topics in lhe torget region, just obove lhe physics you hove olreody mostered. Dislroclers ) l*"*"ò rNrrltng Ih s region corrk:ins llte plrysics knowledgo ond colrco¡ls you connol leorn yel becouse the louncalions crrc nol in plocc PHYSICS TOPICS IN YOUR TARG T REGION buo'5ot't1 'Den¡¡lu B¿:ovvì 1 J F:rcq - YOUR CHOSEN TOPIC à.. auC'q^ x@ bôo'osro pn ro, d logroo, o 9tS COMMON MISCONCEPÎIONS AND ERRORS (Sec hHÞ:/jÞhy¡.udofo¡.cdu/CJP/trêconcoÞllo¡t.pdt tor o llil ol common mhconcepllons) ¿K N(,qht %cce Açxs no exi¡þ , c.rrrçrJ On oblec'-t 5 õÞYJrnr cìü?À I in rtuiò. ü lrh'brot4ont eprç,e .I¡1enÀs crq den-s,{^ c>Ç c.,þ¡ec , cìo+ .*¿n:r oÇ Çtu,8, fr- btrrqon! $crCe c¿cs Àoc¡:'cr fr¿lt{e- r *hcrn ú? Trr¿e. $ììfifflsz hrrr: ¿lÕoolr-g lnnS (**= tcpo þ/rnl {otr-* qrÇ bq.:. 0" Ooz Physics knowledge ond conccpluol underslonding you lrove olrcody conslrucleC ¡n your heod ¡,<'t.lerJ rt)^,¿z! Þ.rrp r- rr't¡ ,l? Chcck lhol yovr on3Íêr ¡t rêo!ànoblê ðnd potrlble 'f<,,cc Photo by Seth Casteel http://www.littlefriendsphoto.com Permission to use agreed Introduced in tutorials ! Extensive scaffolding exercises ! Revisited in subsequent tutorials ! Tutorials delivered by 24 TAs
- 51. Question/Explanation Quality Bloom’s Taxonomy of levels in the cognitive domain Score Level Description 1 Remember Factual knowledge, trivial plugging in of numbers 2 Understand Basic understanding of content 3 Apply Implement, calculate / determine. Typically one-stage problem 4 Analyze Typical multi-step problem; requires identification of strategy Evaluate Compare &assess various option possibilities; often conceptual Synthesize Ideas and topics from disparate course sections combined. Significantly challenging problem. Text
- 52. 1 2 3 4 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Bloom's Taxonomy: Question Quality Textp>0.05, NS 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions First semester N = 350 Second semester N = 252 Bates et al, PRST PER, in press 2014 http://arxiv.org/abs/1308.2202
- 53. Question/Explanation Quality Description of explanation quality Score Level Description 0 Missing No explanation provided or explanation incoherent/ irrelevant 1 Inadequate Wrong reasoning and/or answer; trivial or flippant 2 Minimal Correct answer but with insufficient explanation/ justification/ Some aspects may be unclear/incorrect/ confused. 3 Good Clear and detailed exposition of correct method & ans 4 Excellent Thorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution
- 54. 0 1 2 3 4 0 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Explanation Quality p=0.02
- 55. ~2010 ~2006 2013
- 63. Logistics ! ! Cohort split into 4 groups ! Each week one group tasked with creating LOs ! Each submission counts for 2.5% of final grade ! Repeat cycle twice per Semester ! Students can submit >2 LOs & receive grade for best 2 ! Short survey on submission ! Students encourage to apply CC licenses
- 64. Results: engagement 0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional
- 65. Results: types of Los PPT DOC Prezi Ted-Ed PDF Image Other
- 66. Results: time on task 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students
- 67. Results: self reported change in understanding 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students
- 68. PHYS101: Energy and Waves 3. Successes http://youtu.be/BObyt_NJYrE
- 73. How Learning Works: icon credits
- 74. References Student-facing system http://peerwise.cs.auckland.ac.nz/ All the research studies referenced and scaffolding materials referred to are accessible through the PeerWise community site http:// www.peerwise-community.org/