teaching without walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0...

Teaching Without Walls:

Michelle [email protected]

http://mpbreflections.blogspot.com

by Jo

fre

Ferr

er o

n Fl

ickr

brocansky

a learning experiment

Monday, November 29, 2010

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.ccsse.org/


Lectures made sense when access to precious books was scarce.


Times have changed.


Why hasn’t this changed?


How Can Technology Be Used To:

•create more time for active learning in undergraduate classes that rely heavily on lecture?

• foster inclusive learning environments that meet the needs of more students?

• increase personal connections between students and instructor beyond the classroom?


© L

aurie

Bur

russ

Face-to-Face Learning

from this to thisMonday, November 29, 2010

spend more face-to-face time applying, analyzing, synthesizing, evaluating

spend less face-to-face time lecturing


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.”

“The Heart of Student Success.” http://www.ccsse.org/


Time for a 21st Century Makeover!


Leverage the Potential of “Untethered Learning”

“Untethered Learning” is a term coined by Julie Evans of Project Tomorrow.Monday, November 29, 2010

Mobile Lectures

read

Taminator on Flickr

listen(pause, rewind, replay)

or


Effect on Student Learning?


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


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%


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%


Online Pre- and Post-Class Formative Assessments

cloud applicationno cost to student

provides conversations around mediacomments in voice, video or text


pre-classOnline Formative Assessments


post-classOnline Formative Assessments

View example online: http://www.youtube.com/watch?v=D20toUUM5mw


http://livepage.apple.com/

http://livepage.apple.com/

Summative AssessmentsIndividual Essays/Short Answer/Multiple Choice

Post-Class VoiceThread

Research Project of Student’s Choice

Learning Unit

Pre-Class VoiceThread

Post-Class VoiceThread Post-Class VoiceThread

In-Class Activities

Mobile LectureReading

Learning Unit Learning Unit

In-Class ActivitiesIn-Class Activities

Pre-Class VoiceThreadPre-Class VoiceThread



Learning Objectives Learning Objectives Learning Objectives


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


• “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.”

Student Feedback:VoiceThread


Effect on Success and Retention?


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%


Listen to the full 20-minute interview at:

http://www.box.net/shared/eygt08tvmi

Student Interview




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%


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% 41%

15%

4%


“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.”



“I really enjoyed the class and I understood the content a lot better than I would have in just a traditional classroom setting.”

“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...”



“[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.”

“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.”


Michelle [email protected]

blog: mpbreflections.blogspot.com

by Valerie Everett on Flickr


teaching without walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0...

Education