Teaching for Tomorrow: What Should Change and What Should Remain the Same?

Transcription

1 Teaching for Tomorrow: What Should Change and What Should Remain the Same? Kelvin Thompson, Ed.D. University of Central Florida This work is licensed under a Creative Commons Attribution NonCommercial ShareAlike 3.0 Unported License. Portions of this work are adapted from the work of others with permission and are attributed appropriately in context.

2 Video

3 Turn to a Neighbor Share one thing that surprised you. (It s ok. You re allowed to be surprised.)

4 WHAT STANDS OUT TO ME?

5 We are currently preparing students for jobs that don t yet exist using technologies that haven t been invented in order to solve problems we don t even know are problems yet.

6 we are living in exponential times

7 WHAT SHOULD STAY THE SAME? WHAT SHOULD CHANGE?

8 Technologies Information Human Interaction

9 Networked Technologies Information Abundance Human Interaction

10 Networked Technologies Digital Information Abundance Human Interaction

11 Networked Technologies Digital Information Abundance Human Interaction

12 Technology is anything invented after you were born. attributed to Alan Kay

13 TED Talks MOOC itunesu Open Educational Resources (OER) virtual worlds Open CourseWare (OCW) online course blended podcasts hybrid Twitter YouTube blogs RSS html wikis Open Learning screencasts flipped class Yahoo Pipes Second Life Google Wikipedia Personal Learning Network (PLN)

14 All Rights Reserved by Flickr user The Great Work Used with permission.

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16 Info + Tech = Shallowness? When our life ceases to be inward and private, conversation degenerates into mere gossip. We rarely meet a man who can tell us any news which he has not read in a newspaper, or been told by his neighbor; and, for the most part, the only difference between us and our fellow is, that he has seen the newspaper, or been out to tea, and we have not. In proportion as our inward life fails, we go more constantly and desperately to the post office. Thoreau Life Without Principle (1863)

17 Hallowell s Human Moments by kthompso404 on Flickr CC BY 2.0 License

18 Human Moments those moments when we feel connected to someone or something outside of ourselves and in the presence of what matters Edward Hallowell, M.D.

19 Kylee

20 Madsen

21 Employee

22 Student

23 21 st Century Fluency Project

24 ISTE National Educational Technology Standards (for Students) for students

25 Standard One: Know Standard Two: Access Standard Three: Evaluate Standard Four: Use Standard Five: Ethical/Legal Association of College and Research Libraries Information Literacy Standards

26 The abundance of information and interaction opportunities can overwhelm and be underexploited by an educational system whose practices are cast in a framework of scarce resources. Batson, Paharia, and Kumar (2008)

27 Batson, T., Paharia, N., and Kumar, M. (2008). A harvest too large? A framework for educational abundance. In T. Iiyoshi and M. Kumar (Eds.), Opening Up Education (p.91). Cambridge, MA: The MIT Press. Retrieved from

28 If you think of knowledge as... a quantity or packet of content waiting to be transmitted a cognitive state as reflected in a person's schemas and procedural skills a person's meanings constructed by interaction with one's environment enculteration or adoption of a group's ways of seeing and acting Then you may tend to think of instruction as... a product to be delivered by a vehicle a set of instructional strategies aimed at changing an individual's schemas a[n active] learner drawing on tools and resources within a rich environment participation in a community's everyday activities Wilson,

29 Info + Networks + the Human [S]tudent generated content is now easier to include as part of the text of the course. As students comment on each other s work in process, guided and influenced by teacher comments, they and the teacher are bringing to life a vital new kind of social learning: conversation (part oral and part sharing of work done on computers) with each other, which, in itself, is the work of the course. The conversation can (and does) continue between classes... Darren Cambridge, a faculty member at George Mason University, describes a network self that has a strong social aspect... Cambridge s network self is comfortable with abundance and finds ways to use digital abundance. Batson, Paharia, and Kumar (2008)

30 Video

31 Extended Material Not in Session AND YET

32 THE MOOC! the movie by giulia.forsythe on Flickr CC BY NC SA 2.0 License

33 Starring Sebastian Thrun and all those xmoocs: Udacity, Coursera, EDx (because they are the ones that get all the attention) but produced, directed and thought about by George Siemens, Alec Couros, Dave Cormier, Stephen Downes. Flickr user giulia.forsythe

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35 MOOCs are the new thneeds, the oddlyshaped items peddled by the Once ler in The Lorax: Everybody seems to want one, even if nobody yet knows exactly what they are or what they mean. Steve Kolowich Inside Higher Education

36 Human = F2F? There is a quality of the human and aspirational and inspirational that defines teaching and that is something that happens when I am in the same room with you. Great teachers understand the intimacy and responsibility of great learning, of how charged and fraught and precious the role model and mentor are. They treat that human relationship with the utmost respect and care. Here's a method of mixed classroom instruction that feels right for now... It is a thoughtful combination of the best forms of online and human teaching. [emphasis added] Cathy Davidson Duke University Professor and HASTAC.org Co founder

37 Never? 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... Internet learning promises to make intellectual life more sterile and abstract than it already is and also, for teachers and for students alike, far more lonely. In the New York Times Professor Mark Edmundson University of Virginia

38 Any course not built around dialogue between faculty and students will quickly be understood as fundamentally lacking. Dr. Joshua Kim

39 Learner Perspective In the MOOC [of 50,000], it is all about repeating that students should not expect contact from the instructor/instructional team because there are so many students... The sort of networking that BlendKit 2012 is facilitating is crucial to the wider implementation of blended learning techniques and to the development of best practices.

40 Another MOOC Connoisseur Why I am liking #blendkit2012?... Here's a list of [12] reasons 4) Student student and student/instructor interaction via HootCourse ( 9) The instructor is present, and engages with students (It's not just a course it's a real class)

41 WHAT ABOUT ACADEMIC COURSES?

42 UCF Student Evaluation Protocol Feedback Interest in learning Use of class time Organization Continuity Pace of course Assessment of your progress Texts and supplemental material Description of objectives Communication Expression of expectations Availability to assist Respect and concern Stimulation of interest Facilitation of learning Overall assessment

43 A Decision Rule for the Probability of UCF Faculty Member Receiving an Overall Rating of Excellent (n=1,280,890) If... Facilitation of learning Excellent Very Good Good Fair Poor Communication of ideas Respect and concern for students Then... The probability of an overall rating of Excellent =.97 & The probability of an overall rating of Fair or Poor =.00 Used with Permission. UCF Research Initiative for Teaching Effectiveness

44 UCF Course Evaluation Ratings N = 913,688 Course Modality % Overall Excellent Blended 52% Fully Online 48% Face to Face 48% Lecture Capture (with classroom) 44% Lecture Capture (no classroom) 42% Used with Permission. UCF Research Initiative for Teaching Effectiveness

45 Percent UCF Success Rates by Modality Fall 2009 through Summer 2011 F2F Blended Fully online (n=665,209) (n=56,316) (n=150,834) Fall 09 Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Used with Permission. UCF Research Initiative for Teaching Effectiveness

46 UCF Withdrawal Rates by Modality Fall 2009 through Summer 2011 Percent F2F (n=743,418) Blended (n=56,874) Fall 09 Spring 10 Summer 10 Fully online (n=150,943) Fall 10 Spring 11 Summer 11 Used with Permission. UCF Research Initiative for Teaching Effectiveness

47 UCF Faculty Willingness to Teach Web/Blended Courses in the Future Positive 69% 81% Definitely Probably Probably not Definitely not Neutral or negative 16% 13% 10% 2% 6% 4% Online n=71 Modality Blended n=53 Used with Permission. UCF Research Initiative for Teaching Effectiveness

48 Amount of interaction in UCF Online Classes Compared to Comparable F2F Sections More interaction Equal to or less than 62% 16% 13% 2% 7% W n=55 45% 30% 15% 8% 3% Modality M N=40 Increased Somewhat increased About the same Somewhat decreased Decreased Used with Permission. UCF Research Initiative for Teaching Effectiveness

49 Quality of Interaction in UCF Online Classes Compared to Comparable F2F Sections Better interaction 35% 33% 30% 37% Increased Somewhat increased About the same Somewhat decreased Decreased Equal to or less than 22% 9% 2% W n=55 19% Modality 14% M N=43 Used with Permission. UCF Research Initiative for Teaching Effectiveness

50 The best way to predict the future is to invent it. attributed to Alan Kay

51 SOME SUGGESTIONS

52 Challenges to Consider 1. Start teaching with networked technologies and information 2. Look for ways to make technologies RE humanizing rather than de humanizing 3. Foster active, higher level learning 4. Model human interactions via technology 5. Design learning activities in which students meaningfully interact via technologies 6. Become a learner within digital info abundant environment 7. Learn to surf the (info) wave 8. Learn when to use/re mix information resources 9. See knowledge/learning as perpetual beta

53 Start teaching with networked technologies and information Web enhanced courses Flipped courses Blended courses Online courses Need help starting or want ideas to share with colleagues?

54 UCF Faculty Seminars in Online Teaching Online/blended learning focused Co presented by teaching faculty and instructional designer Information packed 30 minutes! Interactive webinar format Repository of recordings and supporting resources New topics each semester Subscribe to mailing list to be notified of upcoming seminars

55 Teaching Online Pedagogical Repository a resource to support the curation of effective pedagogical practices in online and blended courses individual entries include: strategy description drawn from the pedagogical practice of online/blended teaching faculty artifacts depicting the strategy from actual courses alignment with cited findings from research or professional practice literature All released for reuse/remix under Creative Commons

56 30+ published strategies relevant to online and blended courses New strategies added/updated regularly Categorized by Content, Interaction, or Assessment Get ideas for your blended or online course design!

57 An open educational resource (OER) site containing: Best practices, strategies, models, and course design principles. Two OER prototype courses in Composition and Algebra. Faculty development resources Assessment and data collection protocols, including survey instruments and standards.

58 BlendKit Course Materials Instructional modules BlendKit Reader Do It Yourself design tasks Recordings of interdisciplinary faculty interviews Recordings of online webinar discussions with faculty cohorts

59 BlendKit2012 Open, online course built around BlendKit Course materials September 24 October 29 (five weeks) Facilitative communications Weekly webinars Interaction opportunities among cohort Choose your own participation level To Register or to Subscribe to Mailing List:

60 Look for ways to make technologies REhumanizing rather than de humanizing give every student a voice via technology (e.g., discussion forum, blog, VoiceThread, BYOT/D) give everyone access via technology (practice Universal Design for Learning; anticipate accommodations) take an assignment and make it social via technology (e.g., not just an audience of one; not just locked up in a course management system)

61 Foster active, higher level learning Focus on learning outcomes Learner centered? Appropriately higher level? Prioritized with emphasis on important outcomes? Opportunities for new authentic assessment? (handson projects using digital content) Practice Backward Design from the middle Select successful activity DIVA See

62 Model human interactions via technology Beware of written messages that zap. Express interest/concern. Consider audio. Thanks for asking, John. If you have any questions or concerns, please let me know. I noticed. Is there something going on about which I should be aware?

63 Design learning activities in which students meaningfully interact via technologies Make substantive and humane interactions an expectation Sample Guidelines Be courteous and considerate. If you are replying to someone else's posting, include a relevant excerpt "Sign" your comments for context. Post a response to questions others ask of you

64 Become a learner within digital info abundant environment Know where to find (relevant) info Google? Social bookmarking (Diigo or Delicious) Subscription databases Form/engage with a Personal Learning Network (PLN) Professional conferences good starting point (e.g., resource sharing via official channels & Twitter back channel)

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66 Learn to surf the (info) wave Information as a flow or stream See danah boyd Choose: fight, float, or navigate (McCarthy, 1991) Practice: Consuming, Curating, Contributing Establish access point(s) (e.g., Twitter) Take in, screening for relevance Mark for later use (e.g., Favorite in Twitter) Retrieve when needed

67 Help students learn within digital info abundant environment Design activities for students to: Consume, Curate, Contribute Model your own practice Establish a mini Personal Learning Network (PLN) Set expectations (and scoring criteria?) for on going activity Encourage students to spin off their own PLN Scaffold with supporting resources Align with learning objectives Provide examples Link to how to guides/tutorials

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69 Learn when to use/re mix information resources Integrate an array of slower to faster webbased resources in course materials Textbook : Modules : Diigo Group : Info Stream Wrestle with ethics of academic citation and legality of licensed content re use APA issue or copyright (or Creative Commons) issue? Become a content re mixer Encourage students to become re mixers

70 See knowledge/learning as perpetual beta Resist students (and your) expectations for dependable step by step instructions Scaffold for success but problematize/empower learners High challenge, low stress activities Be there when you need them Hold them accountable (with encouragement)

71 If We Change We wrestle with keeping students in our protected spaces where we can control... well everything. Let s introduce them to the big wide world of information and people via networked technologies. It s one of the most human things we can do.

72 This Remains the Same "In times of change, learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists." (paraphrased from) Eric Hoffer

73 Contact Kelvin Thompson, Ed.D. Session Materials/Follow Up Register/Subscribe to Mailing List