teaching without walls: life beyond the lecture
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Teaching Without Walls:Life Beyond the Lecture
Michelle Pacansky-Brockbrocansky@gmail.com
MAKE IT SOCIAL!
#ADEC22
#ADEC22
18-24 YEAR OLD COLLEGE STUDENTS
• Don’t remember life before the internet
• 95% of 18-24 year olds use a social network (70% daily)
Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333
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• Socialize face-to-face and online
• Experiences are increasingly mobile
“THE ERA OF PARTICIPATION”
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“THE ERA OF PARTICIPATION”
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PARTICIPATORY LEARNING IS COMMONPLACE
“Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.”
The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the assistance of Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachussets, 2009.#ADEC22
© L
aurie
Bur
russ
Instructional Paradigm
Participatory Learning Paradigm
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This is not participatory learning.
Identify your paradigm.
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Instruction Paradigm Learning Paradigm
Transfer knowledge from faculty to students
Elicit students’ discovery and construction of knowledge
Cover material Achieve specified learning results
Faculty role is “lecturer”Faculty role is designer of learning
methods and environments
Achieve access for diverse student groups
Achieve learning success for diverse student groups
Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change, Nov/Dec 1995, 13-25. Table graphic is an adapted from the work of Jim Julius.
Keys to Improving College Degree Attainment Rate:
• More deep learning, less rote memorization
• Faculty development should foster new ways of teaching to meet today’s students’ learning preferences and challenges
http://www.cccsse.org/Center for Community College Student Engagement
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What is deep learning?
“Deep learning — learning associated with higher-order cognitive tasks — is typically contrasted with rote memorization. Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations.”
http://www.cccsse.org/The Heart of Student Success
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spend more face-to-face time applying, analyzing, synthesizing, evaluating
spend less face-to-face time lecturing
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“Untethered Learning”Julie Evans, Project Tomorrow
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Mobile Lectures
read
Taminator on Flickr
listen(pause, rewind, replay)
or
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Online Pre- and Post-Class Formative Assessments
web-based applicationno cost to student
provides conversations around mediacomments in voice, video or text
peer-to-peer, participatory learning
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pre- and post-classOnline Formative Assessments
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pre-classOnline Formative Assessments
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post-classOnline Formative Assessments
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• “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.”
• “...created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.”
• “... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.”
Feedback on Use of VoiceThread
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WIKIS: COLLABORATIVE CONSTRUCTION OF KNOWLEDGE
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The Wiki Challenge!
STUDY THIS!
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USE THEM!
•“Call a Friend” Surveys
•PollEverywhere(free, texting turns phones into clickers)
• Have students participate in a Twitter backchannel
• Schedule tweets to be sent during class (ask questions for students to reply to)
clou
d im
age
by Jo
fre F
erre
r on
Flic
kr
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Open your classroom to guest speakers from around the world.
Lori Rusch, Art History Instructor at Citrus College and Los Angeles County High School for the Arts.
©Lo
ri R
usch
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Effect on Student Learning?
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HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE
LEARNING OBJECTIVES.
0%
17.5%
35%
52.5%
70%
Strongly AgreeAgree
NeutralDisagree
92.5% = strongly agreed/
agreed
77% response rate
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WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE?
0%
12.5%
25%
37.5%
50%
readlistened
both sometimes
neitherread, sometimeslistened
40%
15%
30%
15%
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WHY DID YOU CHOOSE THIS LECTURE FORMAT?
0%
17.5%
35%
52.5%
70%
MeetsMost
It’s what I’mDidn’t want
my learningstyle
to deal withmore
technology
convenientfor me used to
doing
67%
22%
11%
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THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE
LEARNING OBJECTIVES.
0%
22.5%
45%
67.5%
90%
Strongly AgreeAgree
NeutralDisagree
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Effect on Success and Retention?
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10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION
0
0
0
1
1
SuccessRetention
traditional methodnew method
Success: # enrolled at census divided by the number of students who end with an A, B, or C
Retention: # enrolled at census divided by the number enrolled at end of term.
67%
83%83%
90%
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THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST.
0%
12.5%
25%
37.5%
50%
Strongly AgreeAgree
NeutralDisagree
Strongly Disagree
81% = strongly agreed/agreed
41% 40%
15%
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BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS
MORE RELEVANT TO MY OWN LEARNING.
81% = strongly agree/agree
0%
12.5%
25%
37.5%
50%
Strongly AgreeAgree
NeutralDisagree
Strongly Disagree
41% 40%
15%
4%
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Listen to the full 20-minute interview at:
mpbreflections.blogspot.com/sharedresources
Student Interview
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“In traditional lecture classes you feel like you are being forcefed the information, but in this class you felt like you were living the history in each of the learning units and truly connecting to the material.”
Student Comments:evidence of deep learning
“I learned more than I ever thought I would. ... I will take some of the lessons I learned here with me for the rest of my life.”
Student Comments:evidence of deep learning
“The material presented in this class prompted me to evaluate my experiences as a female in terms of my connections to females who have lived before me, females now and those who will soon arrive on the scene.”
Student Comments:evidence of deep learning
“I have to admit it did take a little getting use to, and did require you to become a little more organized, BUT the richness in the information was a wonderful trade off. I feel as though I walked through the 1920's in Paris and was able to breathe in the atmosphere...”
Student Comments:evidence of deep learning
“[The class] made me look at the images I see every day in a new way. I also liked the way that the class was set up. I think that more classes should be taught this way.”
Student Comments:evidence of deep learning
“I really enjoyed the class and I understood the content a lot better than I would have in just a traditional classroom setting.”
Student Comments:evidence of deep learning
Michelle Pacansky-Brockbrocansky@gmail.com
blog: http://mpbreflections.blogspot.comTwitter : @brocansky
Teaching Without Walls: Life Beyond the Lecture by Michelle Pacansky-Brock is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Permissions beyond the scope of this license may be available at http://www.iStockphoto.com.
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