Jeff Borden: Education 3.0: Learn Better
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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.
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Jeff Borden: Education 3.0: Learn Better
- 1. Education 3.0: Learn Better
- 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
- 4. The Problem… • There are no elephants in Denmark!
- 8. Dr. Jeff D Borden
- 9. Dr. Jeff D Borden
- 10. Learning Today
- 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)
- 13. Jeff’s Talks • Skeuomorphs • Motivation • Filter Bubbles • Retention • Curriculum Integration • Program Growth • Gamification • Personalization • Learning Analytics • Technology • Communication • Narrative • Teacher Effectiveness • eLearning
- 14. Agenda •Effective Learning –Technology Based –Game Based –Authentic –Research Based –Personalized
- 15. Education 3.0: Learning 1
- 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
- 20. Mark Edmundson
- 22. John Boyers vs…
- 23. Lecture vs Sleep: Eric Mazur
- 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
- 28. Scale of the Universe
- 32. JSB: WOW L-70
- 33. Guild Master • WoW Guild Master = total-immersion course in leadership
- 37. Tension Leads To Better Learning What was your favorite course?
- 38. Mystery @ MIT •400 Students •20 Faculty •2 Weekends •Curriculum Integration • Nursing • Engineering • Chemistry • Journalism • Political Science
- 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
- 45. How Would You Weigh A Boeing 747?
- 46. Divergent (Lateral) Thinking: How Many Piano Tuners Are In Chicago?
- 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.
- 48. Problem Based Learning (AKA Flipped Classrooms)
- 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)
- 51. Clasped Hands
- 52. Confluence Ask 10 8 6.0 6 5.4 5.6 5.2 5.3 5.2 4.6 4.6 4.7 4.8 4.6 4.2 4.4 4 3.1 3.1 2.8 2.7 2.7 2.2 2.4 2.3 1.8 2.0 2 1.5 0 ACC BUS CIS ECO FIN HUM LEG MAT MKT POL PSY SOC
- 53. Data Must Be Actionable Avg. Student Activity/Section at Day 10 (hrs) 10 8 6.0 6 5.4 5.6 5.2 5.3 5.2 Avg. 4.6 4.6 4.7 4.8 4.6 = 5.0 4.2 4.4 4 3.1 3.1 2.8 2.7 2.7 Avg. 2.2 2.4 2.3 2.0 = 2.5 1.8 2 1.5 0 ACC BUS CIS ECO FIN HUM LEG MAT MKT POL PSY SOC Dropped Students Completed Students 53
- 54. Actionable
- 56. History Pin
- 57. Remember… Flash of Genius
- 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
- 60. Does Better Learning Matter?
- 62. Thank You! Dr Jeff D Borden VP of Instruction & Academic Strategy jeffb@ecollege.com
Notas do Editor
- 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.