The Revitalizing Power of Teaching with Technology
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The document discusses how technology can revitalize teaching when used to promote positive change, learner engagement, and human interaction. It argues that technology provides opportunities for catalyzing improvement if embraced with an open, learning-focused attitude. Data is presented showing high student ownership of devices and preference for online sources over textbooks. When implemented well through approaches like flipped classes, blended learning can be as effective as or better than traditional face-to-face instruction in promoting student success, retention and course evaluations.
![James, J. (2014, April 23). Every
minute of the day. [Infographic].
Retrieved from
http://www.domo.com/blog/2014
/04/data-never-sleeps-2-0
2014](https://image.slidesharecdn.com/thompsonfamu2015-150427053846-conversion-gate01/85/The-Revitalizing-Power-of-Teaching-with-Technology-12-320.jpg)
![Employer Expectations
“…baseline information competencies…
knowing how and where to find information
online, without much guidance, to use a search
strategy beyond the first page of Google results,
and to articulate a ‘best solution’ and conclusion
from all that was found.”
[emphasis added]
http://bit.ly/employer_study](https://image.slidesharecdn.com/thompsonfamu2015-150427053846-conversion-gate01/85/The-Revitalizing-Power-of-Teaching-with-Technology-15-320.jpg)
![Student Engagement
I would argue that engagement is not solely a proxy [for
learning]; it can also be an end in itself. Our institutions of
higher education are settings where students can
encounter a range of people and ideas and human
experiences that they have never been exposed to
before. Engagement in this sense is not just a proxy for
learning but a fundamental purpose of education.
Lee Shulman,
Carnegie Foundation for the
Advancement of Teaching
http://bit.ly/M3X4h1](https://image.slidesharecdn.com/thompsonfamu2015-150427053846-conversion-gate01/85/The-Revitalizing-Power-of-Teaching-with-Technology-23-320.jpg)
![“Research shows that perfectionism
hampers success…. Perfection is the
enemy of the done.”
- Brene Brown
“[M]aybe you have a crack in your
disbelief. As many great sages have said,
that's how the light gets in. What if I
asked you to suspend your conviction
just for a few minutes…?”
- Anne Lamott
Embrace Imperfection
“2011-01-22
Craquelure (squared)”
by muehlinghaus on
Flickr CC BY-NC 2.0
License
https://www.flickr.com/ph
otos/muehlinghaus/5401
974300](https://image.slidesharecdn.com/thompsonfamu2015-150427053846-conversion-gate01/85/The-Revitalizing-Power-of-Teaching-with-Technology-55-320.jpg)
The Revitalizing Power of Teaching with Technology
- 1. The Revitalizing Power of Teaching with Technology Dr. Kelvin Thompson University of Central Florida @kthompso #refreshbytech This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0 Unported License. Portions of this work are the intellectual property of others and are attributed appropriately in context.
- 3. A Story
- 4. “desert” by kthompso404 on Flickr CC BY 2.0 https://www.flickr.com/photos/drkelvinthompson/17096084530 Based upon an original CC BY 2.0 work by Josh Sommers on Flickr at https://www.flickr.com/photos/joshsommers/935470210
- 5. “Bigelow's Monkeyflower (Mimulus bigelovei)” by Steve Berardi on Flickr CC BY-NC-SA 2.0 https://www.flickr.com/photos/steveberardi/6864068835
- 6. Observation When dissatisfied with the status quo, technology can provide a catalyzing opportunity for positive change if embraced with the attitude of a learner, tolerating imperfection and in search of human moments.
- 7. Observation When dissatisfied with the status quo, technology can provide a catalyzing opportunity for positive change if embraced with the attitude of a learner, tolerating imperfection and in search of human moments.
- 8. Status Quo Based upon “Chrysalis” by Sid Mosdell on Flickr CC BY 2.0 https://www.flickr.com/photos/sidm/561 2179133
- 9. “You Are Here” by everyday Zoid on Flickr CC BY-NC-ND 2.0 https://www.flickr.com/photos/vermegrigio/5923415248
- 10. BYOD? • Some studies indicate that 95% of college students bring cell phones to class each day - May, 2012 • Nationwide, 90% of adults (98% of those 18-29) have cell phones with the majority (63%) using for internet access • 61% of US adults own a laptop computer - Pew Internet & American Life Project, 2014 http://bit.ly/pew_data http://bit.ly/may_data
- 11. Quick Web Search Challenge: How often is human knowledge estimated to double?
- 12. James, J. (2014, April 23). Every minute of the day. [Infographic]. Retrieved from http://www.domo.com/blog/2014 /04/data-never-sleeps-2-0 2014
- 13. Students “Very Likely to Use…” • Google, etc. (94%) • Wikipedia, etc. (75%) • YouTube, etc. (52%) • Their peers (42%) • Cliff Notes, etc. (41%) • News sites of major news organizations (25%) • Print or electronic textbooks (18%) • Online databases (EBSCO, etc.) (17%) • A research librarian (16%) http://bit.ly/pewreport_full
- 14. 21st Century Fluency Project http://www.21stcenturyfluency.com ISTE National Educational Technology Standards (for Students) http://www.iste.org/standards/nets-for-students Association of College and Research Libraries Information Literacy Standards http://www.ala.org/acrl/standards/informationliteracycompetency
- 15. Employer Expectations “…baseline information competencies… knowing how and where to find information online, without much guidance, to use a search strategy beyond the first page of Google results, and to articulate a ‘best solution’ and conclusion from all that was found.” [emphasis added] http://bit.ly/employer_study
- 16. “A Wall of Books” by mikecogh on Flickr CC BY 2.0 license http://www.flickr.com/photos/activeside/2367540964/
- 17. “That Huge Lecture Theatre” by teddy-rised on Flickr CC BY-NC-ND 2.0 https://www.flickr.com/photos/teddy-rised/2814710002
- 18. “The Illusion of Lecture” by Stephen Ransom on Flickr CC BY-NC-SA 2.0 https://www.flickr.com/photos/ransomtech/6841686779
- 19. “Much of classroom teaching is based on faculty presentation of information to a group of students who are then responsible for demonstrating that they have accumulated it. The instructor is on center stage and determines the official agenda of the course. In the audience of lecture halls and classrooms, students are called on occasionally to demonstrate their comprehension and are tested periodically to determine their retention. The emphasis is clearly on teaching with the expectation that if it is done well, students with ability and ambition will learn.” Lemke (1995) cited in Oblinger and Maruyama (1996)
- 20. “Active learning, student engagement and other strategies that involve students and mention learning are called learner-centered. And although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing.” - Dr. Maryellen Weimer http://bit.ly/Qp8DvD
- 21. Differences in Orientation Teaching-Centered Learning-Centered Deliver instruction Produce learning Transfer of knowledge from teacher to student Discovery and construction of knowledge Active faculty Active students One teaching style Multiple teaching styles Curriculum development Learning technologies development Quantity and quality of resources Quantity and quality of outcomes Quality of faculty Quality of students Time held constant; learning varies Learning held constant; time varies Learning is linear and cumulative Learning is a nesting and interacting of frameworks Promote recall Promote understanding Faculty are lecturers Faculty are designers of learning environments Learning is competitive and individualistic Learning is cooperative and collaborative Barr and Tagg (1995) cited in Hartman, Dziuban, and Brophy-Ellison (2007)
- 22. Student Engagement …two critical features… The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning. National Survey of Student Engagement web site http://nsse.iub.edu http://bit.ly/QrbLuF
- 23. Student Engagement I would argue that engagement is not solely a proxy [for learning]; it can also be an end in itself. Our institutions of higher education are settings where students can encounter a range of people and ideas and human experiences that they have never been exposed to before. Engagement in this sense is not just a proxy for learning but a fundamental purpose of education. Lee Shulman, Carnegie Foundation for the Advancement of Teaching http://bit.ly/M3X4h1
- 24. Student Engagement … such activities as student-faculty interaction, peer-to-peer collaboration, and active learning… Chen, Gonyea, and Kuh (2008) http://bit.ly/MyZZv1
- 25. "What we do relies heavily on getting to know your students. I think this is so important with respect to engagement. The better you get to know the students, and the better the students know you, the more they are able to connect to the material and to your teaching.“ - Kyle Keegan (related to impact of “new technologies”) http://bit.ly/N4KACU
- 26. How do you think of knowledge and instruction? What metaphors come to mind? What is the relationship between the two? What is your role as an instructor?
- 27. If you think of knowledge as... a quantity or packet of content waiting to be transmitted a cognitive state as reflected in a person's schemas and procedural skills a person's meanings constructed by interaction with one's environment enculteration or adoption of a group's ways of seeing and acting Then you may tend to think of instruction as... a product to be delivered by a vehicle a set of instructional strategies aimed at changing an individual's schemas a learner drawing on tools and resources within a rich environment participation in a community's everyday activities Wilson, 1996
- 28. Catalyzing Opportunity “ripples” by kthompso404 on Flickr CC BY 2.0 https://www.flickr.com/photos/drkel vinthompson/16663483934 Chance favors the prepared mind. - Louis Pasteur
- 31. Multiple Approaches Tech Enabled F2F + Online Web Enhanced Flip Class Reduced Seat Time Mandated “Recipes” “Blended”
- 32. Online • 90% of CAOs believe that blended learning is as good as or better than f2f • 95%+ of institutions offer online (5,000+) • 70% of CAOs believe online learning is “critical” to institution’s strategy • 28% of CAOs report faculty accept the “value and legitimacy” of online education http://bit.ly/1zcZSlC
- 33. Fall 2014 Total UCF students 60,400 Students in Face-to-Face (F2F) 50,441 Web OR Blended 38,469 F2F + Web 12,157* F2F + Blended 8,827* F2F + Web OR Blended 18,288* F2F + Web + Blended 2,696* Web Only 5,522 (Summer 2014: 9,036)
- 34. Fall 2012 Student Headcount “Live” Regional Students 4,815 Web Students 20,648 “Live” Main Campus Students 50,402 34,267 57.6% 12,823 21.6% 4,928 8.3% 439 0.7% 1,408 2.4%1,283 2.2% 1,672 2.8% Total Student Headcount is 59,767 (including medical) Note: Circle size is proportional but the overlapping regions are not and are for demonstration purposes only. 783 1.3% 796 1.3% 828 1.4% 250 0.4% “Live” Rosen Campus Students 2,670 Counts Not Included in Diagram Main, Regional, & Rosen: 9 Web, Regional, & Rosen: 2 Main, Web, Regional, & Rosen: 2 (all add to less than 0.1% of total) Note: Medical students (277) are not included in this diagram. Live = any course not delivered via web (W) Web = ‘W’ courses only
- 35. 87 91 87 87 90 87 90 94 90 90 94 9088 89 88 87 89 87 0 10 20 30 40 50 60 70 80 90 100 Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 12 F2F (n=669,638) Blended (n=66,124) Fully Online (n=176,856) Student Success Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 36. 3 2 4 4 3 53 2 4 4 3 44 4 5 5 4 6 0 10 20 30 40 50 60 70 80 90 100 Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 12 F2F (n=748,226) Blended (n=67,190) Fully Online (n=176,983) Student Withdrawal Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 37. 52 48 48 44 42 0 10 20 30 40 50 60 70 80 90 100 M W F2F RV V % "Excellent" ratings by modality (n=913,688) Student Course Evaluations Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 38. Facilitation of learning Communication of ideas Excellent Very Good Good Fair Poor Then... The probability of an overall rating of Excellent = .97 & The probability of an overall rating of Fair or Poor =.00 If... A Decision Rule for the Probability of UCF Faculty Member Receiving an Overall Rating of Excellent (n=1,280,890) Respect and concern for students Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 39. Amount of interaction in UCF Online Classes Compared to Comparable F2F Sections More interaction Equal to or less than W n=55 M N=40 Modality 13% 45% 16% 15% 62% 30% 2% 7% 8% 3% Increased Somewhat increased About the same Somewhat decreased Decreased Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 40. Quality of Interaction in UCF Online Classes Compared to Comparable F2F Sections Better interaction Equal to or less than W n=55 M N=43 Modality 22% 30% 33% 19% 35% 37% 9% 2% 14% Increased Somewhat increased About the same Somewhat decreased Decreased Used with Permission. UCF Research Initiative for Teaching Effectiveness
- 41. “Technology-enhanced learning has evolved both from enhancements to earlier generations of face-to-face teaching and enhancements to earlier generations of distance education. Engaged intentional design of learning experiences has also evolved to promote the most effective design to serve the learners, their life experiences and the opportunities and limitations of the particular environment.” - Frank Mayadas and Gary Miller http://bit.ly/1IdFLFP
- 42. Attitude of a Learner
- 43. Instructional Transformation Model Familiarization Transformation Reorientation Integration Utilization Rieber and Welliver, 1989; Marcinkiewicz and Welliver, 1993; Hooper and Rieber, 1995
- 44. Technology As… • “Talisman” • Tool-to-Task – Content – Interaction – Assessment • Transformation – Individual – institutional
- 45. Non-scored activity Scored activity A Range of Student Engagement A Range of Student Engagement by Dr. Kelvin Thompson available at http://bit.ly/rehumanizing_slides is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. See http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US.
- 46. Learning Challenges to Consider 1. Start teaching with networked technologies and information 2. Look for ways to make technologies RE-humanizing rather than de-humanizing 3. Foster active, higher-level learning 4. Model human interactions via technology 5. Design learning activities in which students meaningfully interact via technologies 6. Become a learner within digital info-abundant environment 7. Learn to surf the (info) wave 8. Learn when to use/re-mix information resources 9. See knowledge/learning as “perpetual beta”
- 47. Read More About It Annotated Survey of Technologies for Engagement http://bit.ly/tools_survey
- 48. Sustaining Resources • Campus Technology http://campustechnology.com • Faculty Focus http://facultyfocus.com • EDUCAUSE Learning Initiative (ELI) http://www.educause.edu/eli (Particularly “7 Things You Should Know About… series)
- 49. “De-cluttering” by Seeking Sense on Flickr CC BY-NC-ND 2.0 License https://www.flickr.com/photos/thechrists/53662 00152
- 50. Human Moments “What to my wondering eyes should appear” by James Jordan on Flickr CC BY-NC-ND 2.0 License https://www.flickr.com/photos/jamesjordan/3070534443
- 51. Human Moments those moments when we feel connected to someone or something outside of ourselves and in the presence of what matters Edward Hallowell, M.D.
- 52. We don’t connect to technology. We connect to other people through technology.
- 53. Video http://bit.ly/rogers_video • Watch • Follow directions • Reflect
- 54. Consider: How might human moments be related to student engagement?
- 55. “Research shows that perfectionism hampers success…. Perfection is the enemy of the done.” - Brene Brown “[M]aybe you have a crack in your disbelief. As many great sages have said, that's how the light gets in. What if I asked you to suspend your conviction just for a few minutes…?” - Anne Lamott Embrace Imperfection “2011-01-22 Craquelure (squared)” by muehlinghaus on Flickr CC BY-NC 2.0 License https://www.flickr.com/ph otos/muehlinghaus/5401 974300
- 56. Expect technology to let you down. Have a back-up plan, but be willing to let the flaws show. Stay focused on the goal.
- 57. struggling by theparadigmshifter on Flickr CC By-NC 2.0 License http://www.flickr.com/photos/theparadigmshifter/83716487
- 58. "In times of change, learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists." - (paraphrased from) Eric Hoffer “Aha Cleveland” by Erik Drost on Flickr CC BY 2.0 License https://www.flickr.com/photos/edrost88/14669029608
- 59. Please Follow-Up Dr. Kelvin Thompson @kthompso kelvin@ucf.edu http://about.me/drkelvinthompson http://bit.ly/thompson_engage2015