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David W. SchumannWilliam J. Taylor Professor Distinguished ProfessorDirector, TENN TLC
   What is the value of your course?Please write a brief statement that attempts tocapture the value of your course as yo...
   Is it worth my time   Is it worth my money   Is it worth my effort              to get to my goal?    You have maybe...
1. Enhanced Direct Student engagement (with faculty and with   each other)2. Movement away for lengthy lecturing to mixtur...
4. Faculty recognize different learning preferences and employ   multiple forms of pedagogy (not a single form)5. Focus of...
7. Enhanced focus on metacognition/critical thinking/reflective    practice - Some argue we need to go beyond these to cha...
 Couch and Mazur (2001) Peer instruction: Ten years  of experience and research, American Journal of  Physics, 69 (9), 97...
 Performance Driven Narrowly focused digital  natives Micr0-taskers Societally conscious High reliance on mediated  f...
   An idea borrowed from business   Does the academy employ co-creation of    value?   So to what degree do we transfer...
   “Worth” - viewed in terms of a ratio of    benefits to sacrifices   “the quality (positive or negative) that    rende...
Definition   Students and their instructor(s)   working together as a learning   community with shared   responsibility to...
   Transition from teacher-centered learning to learner-    centered learning (students and faculty are both learners)  ...
Peer – to – Peer Learning
 Learn from each other   (intraculturalism) Understand our roles and  responsibilities Create facilitative structures  ...
   Defining responsibilities of the student and    the instructor   Providing students with time and    opportunities to...
   Instructors lead by example - creating and    facilitating intriguing, active engaged    learning experiences to attai...
Outcomes are developed by a process thatrecognizes:   Value of the course   Course goal(s)   Course student learning ob...
   How can you use the idea of co-creation of    value in you class?   Knowing what I now know, would I change    my val...
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Co creation of value 2012

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Co creation of value 2012

  1. 1. David W. SchumannWilliam J. Taylor Professor Distinguished ProfessorDirector, TENN TLC
  2. 2.  What is the value of your course?Please write a brief statement that attempts tocapture the value of your course as youperceive it to be.Please share with the group when everyone isfinished.
  3. 3.  Is it worth my time Is it worth my money Is it worth my effort to get to my goal? You have maybe two class sessions at most to relate the value your class will provide. If you don’t, your students are already seeking other avenues to create value for themselves.
  4. 4. 1. Enhanced Direct Student engagement (with faculty and with each other)2. Movement away for lengthy lecturing to mixture of lecture with direct engagement (Active not passive learning)3. More opportunities for cooperative and collaborative learning pedagogies ▪ Working in small groups ▪ Students teaching each other, actively learning together, and verbal processing what they learn ▪ Working in non-threatening environments
  5. 5. 4. Faculty recognize different learning preferences and employ multiple forms of pedagogy (not a single form)5. Focus of experiences such as service learning, direct and active application of concepts ▪ Learn by doing – action learning ▪ Relevancy ▪ Community engagement ▪ Participation in simulations6. Increase use of e-learning through distance or mixed modes ▪ Effectiveness still being debated – few if any methodologically sound studies to date ▪ New uses of synchronous formats
  6. 6. 7. Enhanced focus on metacognition/critical thinking/reflective practice - Some argue we need to go beyond these to change agent preparation8. Greater focus on enhancing student communication skills (writing/presenting)9. Lifelong learning, employee retraining/retooling10. Emphasis on teacher as leader/manager/facilitator of the learning process11. Improved assessment of and accountability for student learning, multiple formats used12. Improved assessment of instructional effectiveness  In-class assessments throughout course
  7. 7.  Couch and Mazur (2001) Peer instruction: Ten years of experience and research, American Journal of Physics, 69 (9), 970 Froyd (2008) NSF sponsored engineering coalition (Texas A&M) reviewed evidence for the efficacy of student-active learning pedagogies Deslauiers et al. (2011) Improved Learning in a Large-Enrollment Physics Class, Science, 332, 862.
  8. 8.  Performance Driven Narrowly focused digital natives Micr0-taskers Societally conscious High reliance on mediated forms of communication Desiring to co-own their education with their instructors and each other
  9. 9.  An idea borrowed from business Does the academy employ co-creation of value? So to what degree do we transfer this concept to the classroom?
  10. 10.  “Worth” - viewed in terms of a ratio of benefits to sacrifices “the quality (positive or negative) that renders something desirable or valuable”
  11. 11. Definition Students and their instructor(s) working together as a learning community with shared responsibility to create and complete the learning experiences necessary to achieve the desired outcomes of the course.Let’s break this down…
  12. 12.  Transition from teacher-centered learning to learner- centered learning (students and faculty are both learners) Transition from passive-learning to active engaged learning Challenge our students and ourselves to think more critically, reflect thoughtfully, pose intriguing questions, and engage together in a meaningful learning process.
  13. 13. Peer – to – Peer Learning
  14. 14.  Learn from each other (intraculturalism) Understand our roles and responsibilities Create facilitative structures (networks to share knowledge) Set ground rules Assesses the progress of both the individual and the learning community as a whole
  15. 15.  Defining responsibilities of the student and the instructor Providing students with time and opportunities to take responsibility at all levels of learning
  16. 16.  Instructors lead by example - creating and facilitating intriguing, active engaged learning experiences to attain higher levels of learning
  17. 17. Outcomes are developed by a process thatrecognizes: Value of the course Course goal(s) Course student learning objectives (outcomes) Course instructor objectives
  18. 18.  How can you use the idea of co-creation of value in you class? Knowing what I now know, would I change my value statement? If so, how? If not, why not?

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