Presented to the CSU Media Common Interest Group on January 21, 2015.

1. MAKING STUFF
Michelle Pacansky-Brock, Ed.D.
Teaching and Learning Innovations @CI
TLInnovations.cikeys.com
How Digital Media Can Improve the Relevancy of Education
photo by John Sheldon CC-BY-ND-ND

2. http://tiny.cc/media-cig
view slides at:

3. WHAT IS
LEARNING?

4. “
…[L]earning is about going beyond the
knowledge given to you in a class or in a book….
Learning is personal. It happens one on one, it
happens in small groups, it happens alone. Sure,
a conference, a speaker, a lecture is motivating—
but the real learning happens after. It's what you
do with it, how you integrate it, how you talk to
your family, friends, and classmates about it.
That's what learning is.
-Dennis Littky and Samantha Grabel

5. photo by Michelle Pacansky-Brock All Rights Reserved

6. “Barboach Evolves to Whiscash”
by Jack Brock, January, 2008

8. Created with Haiku DeckSlides by Michelle Pacansky-Brock, 2015.hotoPhoto by Alan Levine CC-BY

9. photo by Michelle Pacansky-Brock CC-BY

10. Slide by Michelle Pacansky-Brock
IRRELEVANCE

13. 60%
67.5%
75%
82.5%
90%
All Teens African Americans Hispanic White
71%71%
85%
75%
U.S. TEENS WITH ACCESS TO A SMARTPHONE
Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17).
Ages 13-17

14. 0%
25%
50%
75%
100%
African Americans Hispanic White
71%
85%
94%
TEENS WHO GO ONLINE “ALMOST CONSTANTLY,” U.S., 2015
Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17).
Ages 13-17

15. Facebook
Instagram
Snapchat
Twitter
Google+
Vine
Tumblr
Different S.M. Site
0% 20% 40% 60% 80%
11%
14%
24%
33%
33%
41%
52%
71%
TEEN SOCIAL MEDIA USE, U.S., 2015
Ages 13-17
Pew Research Center’s Teens Relationships Survey, Sept 25-Oct 9, 2014 and Feb 10-Mar 16, 2015. (n=1,060 teens ages 13 to 17).

16. HOW MIGHT WE DESIGN
MEANINGFUL LEARNING
EXPERIENCES IN A DIGITAL,
MOBILE SOCIETY?

17. photo by Nechator CC-BY-NC-ND
reduce
DISPOSABLE
ASSIGNMENTS

18. WHAT DOES NOT
WORK?
simple addition of
technology into a class

19. WHAT DOES WORK?
Make students active learners
Provide frequent, personalized feedback
Foster critical analysis skills
Turn students into content creators
Connect classroom activities to the world outside
Using technology to:

20. MAKE STUFF.
Empower students to learn
how to learn in a mobile,
digital world.
Pacansky-Brock, M. (2015).Photo by Emilio Garcia, CC-BY-NC

21. THINK BIG.
START SMALL.
You are not alone.
Photo by Paul VanDerWerf CC-BY Pacansky-Brock, M. (2015).

22. PATHWAY TO CONNECTED, HUMANIZED LEARNING
Teaching and Learning Innovations at CI
ONLINE TEACHING
PREPARATION
PROGRAM (OTPP)

23. ONLINE TEACHING PREPARATION PROGRAM

24. A humanized
syllabus!
tiny.cc/humanized-syllabus
Populr.me
(upgrade to educator account)

25. tiny.cc/syllabus-gallery

26. tiny.cc/video-gallery

27. I can do it!

28. CI KEYS
web literacy
digital identity
reclaim
cikeys.com

29. http://tollefson.cikeys.com/
StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
FACULTYE-PORTFOLIOS KAIA TOLLEFSON

30. http://www.cistudentresearch.com/
RESOURCESITES SEAN KELLY

31. http://nursing420.jaimeahannans.com/
RESOURCESITES JAIME HANNANS

33. WHAT IS VOICETHREAD?
• An academic technology available to all CI
faculty and students
• Integrated into CI Learn
• Provides for the creation of online voice/
video Conversations around media
• Asynchronous (convenient)
• Secure
• Accessible
• Web/Mobile

34. HOW IS VOICETHREAD BEING
USED AT CI?
• online discussions & reflections
• student-generated presentations
• interactive lessons with video feedback
• collaborative lessons
• evolving book conversations
• advertisement critiques in Marketing
• listening/speaking practice for Spanish
• peer review for Composition
• virtual, mobile field trips in Nursing

35. NUMBER OF CI STUDENTS WHO HAVE USED VOICETHREAD
3,521
2,578
36% increase in one semester.
July 2015 January 2016

36. NUMBER OF CI FACULTY WHO HAVE USED VOICETHREAD
142
129
10% increase in one semester.
July 2015 January 2016

37. 1,016
465
NUMBER OF VOICETHREADS CREATED (ALL USERS)
118% increase in one semester.
Sp 2015 Fall 2015

39. ENGLISH
StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
Slides by Michelle Pacansky-Brock CC-BY

40. StaceyAnderson,CSUChannelIslands
(sharedwithpermission)
SPANISH
AraceliTrujillo,CSUChannelIslands
(sharedwithpermission)

42. - online student
(Pacansky-Brock, 2014.)
Slides by Michelle Pacansky-Brock CC-BY-NC

43. Makes me
feel connected
to my peers.
86%
n=109
“I feel like we got to know each other
better. I actually recognized a
classmate at my children's
Taekwondo class because of the
sound of her voice!”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud

44. Listening to peers
increases my ability to
reach the learning
objectives.
95%
n=82
“Listening gave me a better
understanding of the material. …
you could actually hear the passion
in the speakers’ voices.…”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud

45. When I spoke, I
remembered the
information better.
83%
n=82
“I found ... that I would ... unearth more
thoughts … as I spoke them out loud
while looking at the content, as
opposed to looking at the content,
forming an opinion, then looking at my
text as I wrote it.”
Based on anonymous student surveys conducted by Michelle Pacansky-Brock. All students were enrolled in a fully online History of Photography community college class.
Slides by Michelle Pacansky-Brock CC-BY
Learning Out LoudLearning Out Loud

46. Photo by Leo Reynolds. CC-BY-NC-SA
michelle.pacansky-brock@csuci.edu
brocansky.com