Teaching in the Age of Participation: Governors State University

Teaching in the
Age of Participation
Michelle Pacansky-Brock
@brocansky
image credit: Laurie Burruss
Tuesday, June 7, 2011

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

HOW DO
WE GET THERE?

by Asma on Flickr

by Thomas Hawk on Flickr


http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications 9


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


•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

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

•Average of 450,000 new accounts per day
•One billion tweets sent per week
years in last year
•Twitter mobile: 182% increase
old

Source: Twitter, http://blog.twitter.com/2011/03/numbers.html

“THE ERA OF PARTICIPATION”


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

by André Panisson using Gephi

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.

The internet is

a delivery method.

The internet is

a culture
grounded in participatory learning.

TIME FOR A CHANGE


O n l i n e C l a s s Tr a n s fo r m a t i o n

“The best part of the class was seeing your face
pop up and start speaking to us each week.”
-Online Student


Lectures: Learning with a Choice

listen or read
(pause, rewind, replay)

Taminator on Flickr


peer-to-peer, participatory learning

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


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


F2F Transformation?


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.


creating

g
nin
ear
evaluating Increase F2F

L
ep time spent
De
on fostering
analyzing these skills.

applying
ion

understanding Reduce F2F
zat

time spent
mori

on fostering
remembering
Me

these skills.
te
Ro

Cognitive Domain

A NEW MODEL


“Untethered Learning”
Julie Evans, Project Tomorrow


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


by Robert the Noid


pre- and post-class
Online Formative Assessments


pre-class


post-class



Course Outcome:
Identify signiﬁcant achievements
made by women artists.

My Problem: How can I encourage
students to construct this knowledge
together, rather than have tell them?


The Wiki Challenge:
A creative, fun activity fostering collaborative

construction of information
1. In class, one student “contestant” is assigned to each artist
covered in the current learning unit.
2. In class, each “contestant” leads a small group through
information discovery, as they use books and smartphones to
identify key ideas about the artist’s life and accomplishments.
3. After class, each “contestant” writes summary of the key ideas
on their respective wiki page (which is set up by the professor).
4. In next class, each “contestant” presents their page to the
class. Professor approves or suggests revisions.

5. At end of term, the professor uses the content on the wiki
create the exam. Students study the student-generated wiki.

WIKIS: COLLABORATIVE CONSTRUCTION
OF KNOWLEDGE

The
Ch Wik
alle i
nge
!


STUDY THIS!


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)


Student Comments:

evidence of deep learning

“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.”


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.”


Student Comments:

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


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.”


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...”


Student Comments:

“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 SURVEY
RESULTS


HAVING THE OPTION TO READ OR LISTEN TO A

LECTURE INCREASED MY ABILITY TO ACHIEVE THE
LEARNING OBJECTIVES.

92.5% = strongly agreed/agreed

(Pacansky-Brock, 2008)

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
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

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


Effect on Success and
Retention?


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
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


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


Student Interview

Listen to the full 20-minute interview at:

http://bit.ly/mpbshare


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


Teaching in the Age of Participation: Governors State University

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Teaching in the Age of Participation: Governors State University