Teaching Without Walls: Life Beyond the Lecture
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This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.
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Teaching Without Walls: Life Beyond the Lecture
- 1. Teaching Without Walls: Life Beyond the Lecture Michelle Pacansky-Brock brocansky@gmail.com
- 2. MAKE IT SOCIAL! #ADEC22
- 3. #ADEC22
- 4. 18-24 YEAR OLD COLLEGE STUDENTS • Don’t remember life before the internet • Socialize face-to-face and online • 95% of 18-24 year olds use a social network (70% daily) • Experiences are increasingly mobile Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333 #ADEC22
- 5. “THE ERA OF PARTICIPATION” #ADEC22
- 6. “THE ERA OF PARTICIPATION” #ADEC22
- 7. 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 Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the #ADEC22 assistance of Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachussets, 2009.
- 8. Instructional Participatory Learning Paradigm Paradigm © Laurie Burruss
- 9. This is not participatory learning. #ADEC22
- 10. Instruction Paradigm Learning Paradigm Transfer knowledge from Elicit students’ discovery and faculty to students construction of knowledge Identify your paradigm. Cover material Achieve specified learning results 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. #ADEC22
- 11. Keys to Improving College Degree Attainment Rate: • Moredeep learning, less rote memorization • Faculty development should foster new ways of teaching to meet today’s students’ learning preferences and challenges Center for Community College Student Engagement http://www.cccsse.org/ #ADEC22
- 12. What is deep learning? “Deep learning — learning associated with higher- order cognitive tasks — is typically contrasted with rote memorization. Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations.” The Heart of Student Success #ADEC22 http://www.cccsse.org/
- 13. #ADEC22
- 14. spend more face-to-face time applying, analyzing, synthesizing, evaluating spend less face-to-face time lecturing #ADEC22
- 15. #ADEC22
- 16. “Untethered Learning” Julie Evans, Project Tomorrow #ADEC22
- 17. Mobile Lectures listen or read (pause, rewind, replay) Taminator on Flickr #ADEC22
- 18. Online Pre- and Post-Class Formative Assessments peer-to-peer, participatory learning web-based application no cost to student provides conversations around media comments in voice, video or text #ADEC22
- 19. #ADEC22
- 20. pre- and post-class Online Formative Assessments #ADEC22
- 21. pre-class Online Formative Assessments #ADEC22
- 22. post-class Online Formative Assessments #ADEC22
- 23. Feedback on Use of VoiceThread • “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.” • “...created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.” • “... helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.” #ADEC22
- 24. WIKIS: COLLABORATIVE CONSTRUCTION OF KNOWLEDGE The Ch Wik alle i nge ! #ADEC22
- 26. USE THEM! •“Call a Friend” Surveys Flickr r on Ferre •PollEverywhere Jofre e by (free, texting turns phones into clickers) imag cloud • Have students participate in a Twitter backchannel • Schedule tweets to be sent during class (ask questions for students to reply to) #ADEC22
- 27. Open your classroom to guest speakers from around the world. ©Lori Rusch Lori Rusch, Art History Instructor at Citrus College and Los Angeles County High School for the Arts. #ADEC22
- 28. Effect on Student Learning? #ADEC22
- 29. HAVING THE OPTION TO READ OR LISTEN TO A LECTURE INCREASED MY ABILITY TO ACHIEVE THE LEARNING OBJECTIVES. 70% 77% response rate 52.5% 35% 17.5% 92.5% = strongly agreed/ Strongly Agree agreed Agree 0% Neutral Disagree #ADEC22
- 30. WHEN GIVEN THE OPTION TO READ OR LISTEN TO A LECTURE, WHICH OPTION DID YOU CHOOSE? 50% 40% 37.5% 30% 25% 15% 12.5% 15% read listened 0% both sometimes read, sometimes neither #ADEC22 listened
- 31. WHY DID YOU CHOOSE THIS LECTURE FORMAT? 70% 67% 52.5% 35% 22% 17.5% 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 #ADEC22
- 32. THE VARIETY OF LEARNING MATERIALS PLAYED A ROLE IN HELPING ME REACH THE COURSE LEARNING OBJECTIVES. 90% 67.5% 45% 22.5% Strongly Agree Agree 0% Neutral Disagree #ADEC22
- 33. Effect on Success and Retention? #ADEC22
- 34. 10% INCREASE IN SUCCESS 12% INCREASE IN RETENTION 1 90% traditional method 83% 83% 1 new method 67% 0 0 Success: # enrolled at census divided by the number of students Success 0 who end with an A, B, or C Retention Retention: # enrolled at census divided by the number enrolled at end of term. #ADEC22
- 35. THIS CLASS HELPED ME UNDERSTAND HOW I LEARN BEST. 50% 41% 40% 37.5% 25% 15% 12.5% Strongly Agree Agree 81% = strongly Neutral 0% agreed/agreed Disagree Strongly Disagree #ADEC22
- 36. BY COMPLETING THE LECTURES OUTSIDE THE CLASSROOM, THE TIME WE SPENT IN CLASS WAS MORE RELEVANT TO MY OWN LEARNING. 50% 41% 40% 37.5% 25% 15% 12.5% Strongly Agree Agree Neutral 4% 0% 81% = strongly Disagree agree/agree Strongly Disagree #ADEC22
- 37. Student Interview Listen to the full 20-minute interview at: mpbreflections.blogspot.com/sharedresources #ADEC22
- 38. 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.”
- 39. Student Comments: evidence of deep learning “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.”
- 40. 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.”
- 41. Student Comments: evidence of deep learning “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...”
- 42. Student Comments: evidence of deep learning “[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.”
- 43. Student Comments: evidence of deep learning “I really enjoyed the class and I understood the content a lot better than I would have in just a traditional classroom setting.”
- 44. Michelle Pacansky-Brock brocansky@gmail.com blog: http://mpbreflections.blogspot.com Twitter: @brocansky Teaching Without Walls: Life Beyond the Lecture by Michelle Pacansky-Brock is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license may be available at http://www.iStockphoto.com.