Teaching in the Age of Participation: OTC 2011

Teaching in the
Age of Participation
Michelle Pacansky-Brock
@brocansky image credit: Laurie Burruss
Tuesday, June 21, 2011

MAKE IT SOCIAL!

#OTC11


ONLINE LEARNING IS A
DISRUPTIVE INNOVATION
“At ﬁrst [online learning] was most often used for
distance learning. Increasingly, however, online learning
is being implemented in brick-and-mortar schools in
what is called blended learning; the content is
becoming more and more robust for individual learners
so that it motivates students to engage in deeper
learning, and the communication technology is
enhancing the ability of teachers and students to
interact.” (emphasis added)
Clayton M. Christensen,
Professor, Harvard Business School
Author of Disrupting Class
#OTC11

HOW DO
WE GET THERE?

#OTC11 by Asma on Flickr

by Thomas Hawk on Flickr

#OTC11

http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications 10


image credit: John Scott Haydon

•500 million users (70% outside the US)
• 250 million users access FB through mobile
years old
• used by 95% of 18-24 college students in US (70% daily)*
*Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010.
http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333
#OTC11

image credit: John Scott Haydon

years old
#OTC11

•More video uploaded in 60 days than created by the 3
major US TV networks in 60 years.

years old
•More than 50% of videos are rated by other users.
•2010: 700 billion playbacks
•YouTube mobile: 100 million views per day

#OTC11 Source: YouTube, http://www.youtube.com/t/press_statistics

years old

#OTC11

“THE ERA OF PARTICIPATION”

#OTC11

REDEFINING HOW WE LEARN

#OTC11

PARTICIPATORY LEARNING IS LEARNING
FROM EACH OTHER

#OTC11

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 Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with
Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning.
MIT Press: Cambridge, Massachusetts, 2009.

Visualization of Tweets including #Jan25
sent on: Feb 11, 2011

by André Panisson using Gephi
#OTC11

College Learning Informal Learning

© Laurie Burruss

The internet is

a delivery method.
#OTC11

The internet is

a culture
grounded in participatory learning.
#OTC11

Still of a remix of “The Visions of Students Today” submissions.
a project by Michael Wesch

To view remixes on YouTube, search for: VOST 2011

TIME FOR A CHANGE

#OTC11

Lectures: Learning with a Choice
O n l i n e C l a s s Tr a n s fo r m a t i o n

listen or read
(pause, rewind, replay)

Taminator on Flickr
#OTC11

Enhancing the CMS Learning Experience?

#OTC11


A private social network for student learning.
#OTC11

Participatory Learning with Blogs

Art Visit:
• attend a major art museum or two
gallery openings
• view artworks, apply key terms
learned in class
• write a 1,000 word reﬂection of visit
• document visit with photos
• post to your blog in Ning

Outcomes:
Promotes sharing of individual
perspectives. Students often
attend same exhibit and have
different experiences, identify
similar or different “favorite” works
of art. Connects curriculum to real
world.



peer-to-peer, participatory learning

web-based application
no cost to student
provides conversations around media
comments in voice, video or text

#OTC11


#OTC11

Audio & Video Feedback
Prompt: Select one image and analyze its FORM or its CONTENT.

#OTC11

Syllabus: before...


Syllabus: after...a visual,
relevant resource

Images of students
attending art
museums.

relevant resource

Screenshots
of the tools
students will
use.


relevant resource
Information
shared in text
and visual
formats.


relevant resource


relevant resource
Images
from the
curriculum.


Syllabus: after...


How do I merge this model into
my F2F classes?


Instruction Paradigm Learning Paradigm
Transfer knowledge from Elicit students’ discovery and
faculty to students construction of knowledge

Identify your Achieve speciﬁed learning results
Cover material paradigm.
Faculty role is designer of learning
Faculty role is “lecturer”
methods and environments

Achieve access for diverse Achieve learning success for
student groups 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.

#OTC11

“The deﬁnition of insanity is
doing the same thing again
and again and expecting
different results.”
-Albert Einstein


It was time to do something drastic.

#OTC11

So I ﬂipped my classroom.

#OTC11

creating
One of my goals was to:

g
nin
ear
evaluating Increase F2F

L
ep time spent
De
on fostering
analyzing these skills.

applying
ion

understanding Reduce F2F
zat

time spent
ori
m

on fostering
remembering
Me

these skills.
te
Ro

Cognitive Domain

Keys to Improving College
Degree Attainment Rate:
• More
deep learning, less rote
memorization

• Facultydevelopment should foster
new ways of teaching to meet
today’s students’ learning preferences
and challenges

http://www.cccsse.org/
#OTC11

A NEW MODEL

#OTC11

“Untethered Learning”
Julie Evans, Project Tomorrow

#OTC11

a culture of sharing
creates more opportunities
for course content.


Learning Unit Learning Unit Learning Unit
Learning Objectives Learning Objectives Learning Objectives
Reading Assignment Reading Assignment Reading Assignment
Mobile Lecture Mobile Lecture Mobile Lecture

Pre-Class VoiceThread Pre-Class VoiceThread Pre-Class VoiceThread
Assessments
Formative

In-Class Activities In-Class Activities In-Class Activities

Post-Class VoiceThread Post-Class VoiceThread Post-Class VoiceThread
Assessments
Formative
Assessments
Summative

Individual Assessments: Exams, Essays, Projects


Mobile Lectures
F2F Class Tr ansfor mation

listen or read
(pause, rewind, replay)

Taminator on Flickr
#OTC11

by Robert the Noid


pre- and post-class
Online Formative Assessments

#OTC11

pre-class

#OTC11

post-class

#OTC11

Departing students leave “advice for
success” for incoming students.


wiki page


USE THEM!
•“Call a Friend” Surveys
Flickr

•Poll Everywhere
r on

(free, texting turns phones into clickers)
Ferre
Jofre

• Have students participate in a
e by
imag

Twitter backchannel.
cloud

• Send scheduled tweets during class
(ask questions for students to reply to)

#OTC11

Student Comments:

evidence of deep learning
“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.”

#OTC11

Student Comments:


“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.”

#OTC11

Student Comments:


“[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.”

#OTC11

Student Comments:

“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.”

#OTC11

Student Comments:

“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...”

#OTC11


STUDENT SURVEY
RESULTS

#OTC11

STUDENT SURVEY RESULTS -
HOW’D IT GO?

27 respondents (77% response rate)

4%
4%
Under 24 7%
24-28 4%
28-35
35-43
44-50
50-62
over 62
81%

#OTC11

THE INSTRUCTOR USED TECHNOLOGY IN
SUPPORT OF MY LEARNING.

90%

67.5%

45%

22.5%

Strongly Agree
Agree
0%
Neutral
Disagree

#OTC11

OVERALL, HOW WOULD YOU RATE THE QUALITY
OF YOUR LEARNING EXPERIENCE IN THIS CLASS?

80%

60%

40%

20%
97% = very
Very successful/
Successful Mostly
Successful Neutral 0% mostly
Mostly
Unsuccessful Very successful
Unsuccessful

#OTC11

HAVING THE OPTION TO READ OR LISTEN TO A
LECTURE INCREASED MY ABILITY TO ACHIEVE THE

LEARNING OBJECTIVES.

70%

52.5%

35%

17.5%
92.5% =
Strongly Agree
Agree
strongly agreed/
0%
Neutral agreed
Disagree

#OTC11

WHEN GIVEN THE OPTION TO READ OR LISTEN TO
A LECTURE, WHICH OPTION DID YOU CHOOSE?

0.500

40%
0.375

30%
0.250

15%
15% 0.125
read
listened
both 0
sometimes
read, sometimes neither
#OTC11 listened (Pacansky-Brock, 2008)

WHY DID YOU CHOOSE THIS
LECTURE FORMAT?

0.700
67%
0.525

0.350

22% 0.175

Meets
my learning Most 11% 0
style convenient It’s what I’m
for me used to Didn’t want
doing to deal with
more
technology
#OTC11 (Pacansky-Brock, 2008)

BY COMPLETING THE LECTURES OUTSIDE THE
CLASSROOM, THE TIME WE SPENT IN CLASS WAS

MORE RELEVANT TO MY OWN LEARNING.

0.500

41% 40% 0.375

0.250

15% 0.125
Strongly Agree
Agree
Neutral 4% 0
Disagree 81% = strongly
Strongly Disagree agree/agree

#OTC11 (Pacansky-Brock, 2008)

I SPENT MORE TIME ON OUT-OF-CLASS
ASSIGNMENTS IN THIS CLASS THAN I WOULD

IN A TRADITIONAL LECTURE CLASS.

50%
48%
37.5%
33%
25%

12.5%

Strongly Agree
11% 81% = strongly
Agree
Neutral
7% 0% agreed/agreed
Disagree
Strongly Disagree

#OTC11


Effect on Success and
Retention?

#OTC11

10% INCREASE IN SUCCESS
12% INCREASE IN RETENTION

0.900

90%
83%
83% “ﬂipped” classroom
0.675
67% traditional classroom

0.450

0.225 Success: # enrolled at census
divided by the number of students
who end with an A, B, or C
Success 0
Retention Retention: # enrolled at census
divided by the number enrolled at
#OTC11 end of term.

THE VARIETY OF LEARNING MATERIALS PLAYED
A ROLE IN HELPING ME REACH THE COURSE

LEARNING OBJECTIVES.

0.900

0.675

0.450

0.225

Strongly Agree
Agree 0
Neutral
Disagree
#OTC11

THIS CLASS HELPED ME UNDERSTAND
HOW I LEARN BEST.

81% = strongly
agreed/agreed
0.500

41% 40% 0.375

0.250

0.125
15%
Strongly Agree
Agree Neutral 0
Disagree
Strongly Disagree
#OTC11

Student Interview

Listen to the full 20-minute
interview on my blog.

go to: mpbreﬂections.blogspot.com
click on: “Presentations”

#OTC11

Reﬂections
How can we incentivize innovation?


Michelle Pacansky-Brock
blog: http://mpbreﬂections.blogspot.com
@brocansky


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http://www.surveymonkey.com/s/11OTC_0624_General


Teaching in the Age of Participation: OTC 2011

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