In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
3. Pick a number…
• Between 01 & 10
• Multiply by 9
• Add 2 digits of new number together
• Subtract 5
• Assign the corresponding letter to the number
(1=A, 2=B, etc)
• Pick a country that begins with that letter
(A=Argentina, etc)
• Think of an animal that begins with the 2nd letter of
the country
11. Smarter Planet Experts Webcast: What needs
to change in education?
1. Stop ignoring research
2. Cross-curricular courses
3. Teach students how to be creative / innovative
4. Teach core, communication, and collaboration
competencies
5. Real life – Practical (Authentic) Assessment
6. Personalized Learning
http://smarterplanet.tumblr.com/post/381892250/smarter-students-for-a-smarter-pla
(Feb 10, 2010)
19. Connecting To Perception
•Internal Perception •External Perception
What you believe to be true. What others believe to be true about
you.
Favorite Ice Cream Flavor Test…
I’m Funny He Thinks He’s Funny
25. Academically Adrift (Arum / Roksa, 2011)
• “….but for a large proportion of
them [students] the gains in
critical thinking (complex
reasoning, and written
communication) are either
exceedingly small or
empirically nonexistent.”
• 45% : 2 Years
• 36% : At Graduation
26. Assumptions
• “Better Than Average”
• We Don’t Value Teaching & Learning
• Bloom’s Replication
• Most Professors Were Never Taught How To
Teach (Effectively)
• Students Success Is Suffering
• Technology = Scale, Replication, Efficacy Data
• Technology is not used in Education
40. Assessment Methods
Thinking critically / making Solving problems and
judgments developing plans
(Developing arguments, reflecting, (Identifying problems, posing
evaluating, assessing, judging) problems, defining problems,
•Essay analyzing data, reviewing,
•Report designing experiments, planning,
applying information)
•Journal •Problem scenario
•Letter of Advice to .... (about policy, •Group Project
public health matters .....)
•Present a case for an interest group •Work-based problem
•Prepare a committee briefing paper •Prepare a committee of enquiry
for a specific meeting report
•Book review (or article) for a •Draft a research bid to a realistic
particular journal brief
•Write a newspaper article for a •Analyze a case
foreign newspaper •Conference paper (or notes for a
•Comment on an article's theoretical conference paper plus annotated
perspective bibliography)
41. Assessment Methods
Performing procedures and Managing and developing
demonstrating techniques oneself
(Computation, taking readings, using (Working co-operatively, working
equipment, following laboratory independently, learning
procedures, following protocols, independently, being self-directed,
carrying out instructions) managing time, managing tasks,
•Demonstration organizing)
•Role Play •Temporal Case Study
•Make a video (write script and •Gaming
produce/make a video) •Discussion
•Produce a poster •Journal
•Lab report •Blog
•Prepare an illustrated manual on •Portfolio
using the equipment, for a particular •Learning Contract
audience •Group work
•Observation of real or simulated •Polls
professional practice
•Simulations •Surveys
•Games •Self Check
•Zentation •Wiki
•Facilitate Web Chat •Immersive Gaming
42. Assessment Methods
Demonstrating knowledge
Accessing and managing and understanding
information (Recalling, describing, reporting,
(Researching, investigating, recounting, recognizing,
interpreting, organizing identifying, relating &
information, reviewing and interrelating)
paraphrasing information, •Written examination
collecting data, searching and •Oral examination
managing information sources,
observing and interpreting) •Essay
•Annotated bibliography •Report
•Project •Comment on the accuracy of a
•Dissertation set of records
•Applied task •Devise an encyclopedia entry
•Applied problem •Produce an A - Z of ...
•Wiki •Write an answer to a client's
question
•Case Study •Short answer questions:
•Letter to the Editor True/False/ Multiple Choice
Questions
43. Assessment Methods
Designing, creating, performing Communicating
(Imagining, visualizing, designing, (One and two-way communication;
producing, creating, innovating, communication within a group,
performing) verbal, written and non-verbal
•Portfolio communication. Arguing,
describing, advocating,
•Performance
interviewing, negotiating,
•Presentation presenting; using specific written
•Hypothetical Illustration forms)
•Projects •Written presentation (essay, report,
•Prezi reflective paper etc.)
•Mind Map •Oral presentation
•Mock / Real Interview •Discussion/debate/role play
•Teacher Others •Participate in a 'Court of Enquiry'
•Presentation to camera
•Observation of real or simulated
professional practice
44. Schools Do Teach…
• …Short Term Memory matters more than
connection to culture, context, or reality
47. Convergent (High Stakes Test) Thinking:
• There are approximately 5,000,000 people living in Chicago.
• On average, there are two persons in each household in Chicago.
• Roughly one household in twenty has a piano that is tuned regularly.
• Pianos that are tuned regularly are tuned on average about once per year.
• It takes a piano tuner about two hours to tune a piano, including travel time.
• Each piano tuner works eight hours in a day, five days in a week, and 50 weeks in
a year.
• From these assumptions we can compute that the number of piano tunings in a
single year in Chicago is __________.
• (5,000,000 persons in Chicago) / (2 persons/household) × (1 piano/20
households) × (1 piano tuning per piano per year) = 125,000 piano tunings per
year in Chicago
• And we can similarly calculate that the average piano tuner performs _____
tunings per year.
• (50 weeks/year)×(5 days/week)×(8 hours/day)×(1 piano tuning per 2 hours per
piano tuner) = 1000 piano tunings per year per piano tuner.
• So, there are approximately _______ piano tuners in Chicago.
• (125,000 piano tuning per year in Chicago) / (1000 piano tunings per year per
piano tuner) = 125 piano tuners in Chicago.
50. Understanding the Individual
•Differentiation: “By definition,
differentiation is wary of approaches
to teaching and learning that
standardize. Standard-issue students
are rare, and educational approaches
that ignore academic diversity in favor
of standardization are likely to be
counterproductive in reaching the full
range of learners.” – Tomlinson (2006)
58. Edu-Blogger:
• YouTube Video: Have You Been Paying Attention?
• “…Has anyone seen this garbage? Students don’t need
to remix anything! Educators must teach them to be
original, have original thought, and do original work!
Imagine if society worked this way.
• We’d still be hoping someone would invent the rolling
stone so as to create a wheel. Imagine a world where
using other people’s work to create your own was ok.
• We’d never have gotten past the toaster to see the
benefits of the microwave. We’d never have gotten
past swing music to experience amazing original works
like Elton John’s “The Lion King” or other seminal
works…”
59. Remix, Sample or Steal?
Harry Truman, Doris Day, Red China, Johnnie Ray, South
Andyour mark, getwhenand goso will–be McCarthy, and
On she will be loved – and she broken hearted
• Can was Feel The love was now, Joe loved…
There You a time set, I Tonight? gotta dream
Pacific, Walter Winchell, Joe DiMaggio
• we just know now thetelevision, North Korea, South
Richard tonight, fight
Save Nixon, Studebaker, break of dawn, come
IKorea, stand to fly, I’m not that gone… I’m just out to
can’t Marilyn tomorrow I’ll be naïve,
tomorrow, Monroe
I think we’re alone now, there doesn’t seem to be
I come thearoundpartYou’re beautiful!than a bird, I’m
• find, from a land down under, more women roll
anyonebeautiful! of me, I’m where
You’re better
We’re notmen thunder… we ain’t gonna take it – we’re not
moregonna a plane…
and than take it, no
• If I could, anymore
gonna take it then I would, I’ll go wherever you
See the stone set high, or down low, I’ll go twist in
will go, way up in her eyes, see the thorn
WhereverI you go – whatever you for trouble,right here Mary
When side, and I’m ingo… do, you, be Mother waiting
her find myself waiting of I will with or without
wherever you will times
comes to me, speaking words of wisdom, let it be
you
for you
Just a small me, Take livingup,aI’ll be gone,– she took the
1790?!?!?! girl – me in lonely world ?????
Take on town
midnight train going anywhere
62. Thank You!
Dr Jeff D Borden
VP of Instruction & Academic Strategy
jeffb@ecollege.com
Editor's Notes
We tend to think that the spellbinding lecturers we had in college survey classes were gifted actors who could strut and fret 50 amazing minutes on the stage. But I think that the best of those lecturers are highly adept at reading their audiences. They use practical means to do this — tests and quizzes, papers and evaluations. But they also deploy something tantamount to artistry. They are superb at sensing the mood of a room. They have a sort of pedagogical sixth sense. They feel it when the class is engaged and when it slips off. And they do something about it. Their every joke is a sounding. It’s a way of discerning who is out there on a given day. A large lecture class can also create genuine intellectual community. The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms. This is particularly true of online courses for which the lectures are already filmed and in the can. It doesn’t matter who is sitting out there on the Internet watching; the course is what it is.
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser: http://www.polleverywhere.com/multiple_choice_polls/MTg5MTY4MTg4OQ
3:00 minutes – 6:00 minutes
In just three weeks, online gamers deciphered the structure of a retrovirus protein that has stumped scientists for over a decade, and a study out Sunday says their breakthrough opens doors for a new AIDS drug design. The protein, called a protease, plays a critical role in how some viruses, including HIV, multiply. Intensive research has been underway to find AIDS drugs that can deactivate proteases, but scientists were hampered by their inability to crack the enzyme's structure. Looking for a solution, researchers at the University of Washington turned to Foldit, a program created by the university a few years ago that transforms problems of science into competitive computer games, and challenged players to use their three-dimensional problem-solving skills to build accurate models of the protein. Read more: http://www.foxnews.com/health/2011/09/19/us-gamers-crack-puzzle-in-aids-research-that-stumped-scientists-for-years/#ixzz1YR9JdHDi
Job: Product Manager Photo: delgaudm Answer: We'd answer "However many the market dictates. If pianos need tuning once a week, and it takes an hour to tune a piano and a piano tuner works 8 hours a day for 5 days a week 40 pianos need tuning each week. We'd answer one for every 40 pianos." On Wikipedia, they call this a Fermi problem. The classic Fermi problem, generally attributed to Fermi,[2] is "How many piano tuners are there in Chicago?" A typical solution to this problem would involve multiplying together a series of estimates that would yield the correct answer if the estimates were correct. For example, we might make the following assumptions: 1.There are approximately 5,000,000 people living in Chicago. 2.On average, there are two persons in each household in Chicago. 3.Roughly one household in twenty has a piano that is tuned regularly. 4.Pianos that are tuned regularly are tuned on average about once per year. 5.It takes a piano tuner about two hours to tune a piano, including travel time. 6.Each piano tuner works eight hours in a day, five days in a week, and 50 weeks in a year. From these assumptions we can compute that the number of piano tunings in a single year in Chicago is (5,000,000 persons in Chicago) / (2 persons/household) × (1 piano/20 households) × (1 piano tuning per piano per year) = 125,000 piano tunings per year in Chicago. And we can similarly calculate that the average piano tuner performs (50 weeks/year)×(5 days/week)×(8 hours/day)×(1 piano tuning per 2 hours per piano tuner) = 1000 piano tunings per year per piano tuner. Dividing gives (125,000 piano tuning per year in Chicago) / (1000 piano tunings per year per piano tuner) = 125 piano tuners in Chicago. A famous example of a Fermi-problem-like estimate is the Drake equation, which seeks to estimate the number of intelligent civilizations in the galaxy. The basic question of why, if there are a significant number of such civilizations, ours has never encountered any others is called the Fermi paradox.
This is the same type graph for the same two courses, but it looks at thread interactions between users in a course. Here the professor is blue and the colors for the students indicates the final grade in the course with green being higher and red failing or dropping. Again you can see very clearly several things that jump out. Course 2 is obviously more interactive and the nodes are more tightly clustered. Several subgroups have sprung up where students are interacting with each other more in course 2 vs just student to professor in course 1. You can see a few students in each course who reached out through threads many times but didn’t get responses. That seems to trend with poor performance. Again, these are two sections of the same course with different professors that show clearly different student behavior. We also see again that these simple visualizations of sample data can show us potential correlations that we want to dig into more. That’s the power of visualization of descriptive analytics.