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Brenda McCoy, Ph.D. University of North Texas. DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 If it aint broke, dont fix it… Good teaching evaluations.

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Presentation on theme: "Brenda McCoy, Ph.D. University of North Texas. DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 If it aint broke, dont fix it… Good teaching evaluations."— Presentation transcript:

1 Brenda McCoy, Ph.D. University of North Texas

2 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 If it aint broke, dont fix it… Good teaching evaluations and well-rated on Pick-a-Prof What does that mean? Its getting hard to cover content in all types of courses Students are not reading, slowing lecture and class discussion Critical thinking skills are declining Writing skills are deteriorating Plagiarism is becoming common 2

3 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Moving away from blame Trying to understand what is needed to engage my students Reaching for understanding Trying to understand or imagine how my students must see the classroom and the world Acknowledging the urgency Coming to grips with the idea thatthe train is leaving the station…and, I must adapt if I want to be on board 3

4 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 4 Both in the United States and elsewhere, many people simply do not have access to a high quality education….We hope to teach some of the latest computing technologies to anyone who wants to learn itfor free. ~ Dr. Andrew Ng, Associate Professor~ Affecting both students… and the shape of higher education.

5 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 5 Video: Did You Know 4.0 http://www.youtube.com/watch?v=6ILQrUrEWe8&feature=related 1971 Cell phone 1981 IBM PC 1990 Interne t 1992 1 st text 1995 Yahoo 1998 Google 2001 Wikipedia iPod 2003 MySpace, Linkedin 2004 Facebook 2005 YouTube 2006 Twitter 2007 iPhone 2008 Texting exceeds calls 2009 Foursquare 2011 Google +

6 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 6 Digital immigrants Born before 1980 Digital natives Born after 1980 Source: Digital Natives Digital Immigrants – Marc Prensky

7 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 The first truly digitalnative speakers Millennials (Gen Y) – born between early 1980s and 1999 Late Generation X Different thought and work patterns than predecessors Multi-taskers – music, texting, Internet search, etc. Instant information and hypertext Electronic intimacy Mindset: http://www.beloit.edu/mindset/http://www.beloit.edu/mindset/ More rapid change ahead Social media creators are Millennials 7 Digital Natives Digital Immigrants – Mark Prensky

8 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Speak the language with an accentif they speak it at all Baby boomers and earlier You might be an immigrant if you print your email or think it is current technology you call more than you text others you are suspicious of Wikipedia you refuse to have a Facebook account 8 Digital Natives Digital Immigrants – Marc Prensky http://www.wimp.com/messingaround/ Old People Messing Around with Webcam

9 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 It has never been easier to find answers Most immigrants have become addicted to Google Nativesour studentshave never known another way Radical impact on instruction Instructor as expert: The professor is an idiot. I just fact-checked him… Content relevance: Why do I need to learn that? I can look it up when I need it. Gen Y is long on answers but short on experience 9 Doodle 4 Google Hannah Newsom, age 17 2011 National Winner

10 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 How can I facilitate experiential learning? How can students safely experience collective action? How can I entice students to espouse a position based on personal investment rather than repeat sound-bites? How can students easily draw random samples of varying sizes and explore the results? 10 I hear and I forget. I see and I remember. I do and I understand.

11 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 A process of learning through doing Helps students develop better critical thinking and problem-solving skills Fosters empathy or introspection through application of a concept Increases the sense of connection between academics and the real world An umbrella term that refers to Collaborative learning Problem-based learning Service learning Undergraduate research 11

12 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Planned activity or exercise that is intended to satisfy a specific learning objective Vary in length and complexity The type of exercise is affected by Class length, setting, or arrangement Availability of instructional support Delivery mechanism (individual, group, online) A simple concept, but Sometimes hard to develop an activity Easily misapplied Create your own or use/modify those developed by others 12

13 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Philosophy of Individualism Course: Civic Engagement Length: 1 – 3 hours Type: individual, but processed in a group setting Stratified Monopoly Course: Social Stratification Length: 1.5 hours (minimum) Type: group exercise (5 – 6 members) Gender Reversal Course: Gender Roles Length: 4 days Type: individual out-of-class assignment 13

14 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Philosophy of Individualism Course: Civic Engagement Length: 1 – 3 hours Type: individual, but processed in a group setting Stratified Monopoly Course: Social Stratification Length: 1.5 hours (minimum) Type: group exercise (5 – 6 members) Gender Reversal Course: Gender Roles Length: 4 days Type: individual out-of-class assignment 14 Different view of issue, self, or others How it works Content

15 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 History is happening… 15 October 20, 2011 The official version of events offered by Libyas new leaders that Colonel Qaddafi was killed in a cross-fire did not appear to be supported by the photographs and videos that streamed over the Internet all day long, raising questions about the governments control of the militias in a country that has been divided into competing regions and factions. October 20, 2011 The official version of events offered by Libyas new leaders that Colonel Qaddafi was killed in a cross-fire did not appear to be supported by the photographs and videos that streamed over the Internet all day long, raising questions about the governments control of the militias in a country that has been divided into competing regions and factions.

16 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Pick a topic What topic lends itself to experiential learning? Brainstorm on an experiential learning activity Type: simulation, competition, debate, role-play, think-pair-share What do you want students to learn? Describe the experiential activity What is needed (instructions, hand- outs, materials, etc.)? Estimated length and group size How will students reflect? 16 ©2001 Rick London & Johann Wessels

17 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 17 If I use experiential learning in my class, how am I going to cover all the material? Talk to my shrink… I like being the expert… I LOVE the content…it is all important. I am a control freak and I feel better knowing what to expect in class… How do you test on that experiential stuff?

18 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 What do I really want my students to learn? Why? Student learning outcomes What instructional approach best facilitates achieving those learning outcomes? Lecture/discussion Experiential learning Other mechanisms How will you assess the various learning outcomes? 18 Memorizing facts leads to surface learning

19 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Free up time by using lecture for Covering difficult concepts Clarifying and expanding upon materialnot merely delivering content Modeling the acquisition of knowledge in the field Use online resources for Basic concept delivery Low-stakes assessment Video instruction Experiential learning objects 19 http://www.youtube.com/watch?v=q9hePvtu3Vc

20 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Introduction to Sociology Large classes of 100 – 120 students Too big for small group exercises Need for greater student interest and engagement 20 Lecture M W F M Lecture or formal discussion All students W Experiential learning Group A (half of class) F Experiential learning Group B (half of class) Online textbook and testing Online learning objects Old System Redesigned Structure

21 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Use 8 different experiential learning activities Vary in length and complexity Group size: 5 – 50 Only had experience using 2 exercises More examples: Survey questions Using clickers, students respond to survey items Evaluate the impact of altered wording Flash mobs Semester long project on collective behavior that culminates in a flash mob 21

22 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 I enjoyed all of the group activities because they gave me a chance to apply what I learned to real situations. I really enjoyed the course and felt like the discussions helped me understand groups in a better way. We were able to interact and understand the concepts we read about in the book and it was nice not always taking notes… One thing this class did better than the rest was implement hands on learning, using thought provoking experiments to encourage group thought and learning. …was taught in a very student oriented way where [the professor] and the students learned from each other, making real world connection of actual application of knowledge they learned in the classroom. RELEVANT INTERACTIVE STUDENT-ORIENTED THOUGHT-PROVOKING

23 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Start with a course or content that you know well Identify the material/concepts the students find difficult Greater confidence experimenting Technology helps Virtual guest lecturers Current and easily accessible video Great animations from reputable websites Online assessment BUT, avoid shiny object syndrome 23

24 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 Who dares to teach must never cease to learn. (John Cotton Dana) Our tendency is to focus on ever- changing subject content Teachers as students of new pedagogical approaches Away from sage on the stage Students as teachers of culture Technology, social media, new humor Wiki-world 24

25 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 What are we really modeling today in higher education? Cutting edge research, but archaic approaches to instruction? How to deal with a changing world? We must be masters of understanding Seeking it in our search for knowledge Promoting it through teaching Modeling it by reaching into the world of our students 25

26 DALTON STATE COURSE REDESIGN WORKSHOP – OCTOBER 28, 2011 26 Dr. Brenda McCoy Brenda.McCoy@unt.edu


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