During this session, Dr. Mark Ciampa, Ph.D., Western Kentucky University, discussed the impactful forces changing the field of education. Participants learned not only strategies and techniques that can be used to engage your entire class, but also how to manage disengagement and thereby create opportunities for learning. The way our new technology solution, MindTap, which is a personal learning experience, can address the diversity within your class – helping you appeal to all the students on your roster were also discussed. Participants left with inventive new ideas for teaching your course that you can immediately implement into your classroom!

1. Changes in Education &
Managing Disengagement
Dr. Mark Ciampa
Western Kentucky University
mark.ciampa@wku.edu

2. Changes in Education &
Managing Disengagement
 Do you find it challenging to engage
your students?
 Are you looking for new ways to
implement digital learning into your
classroom?
 This discussion is about impactful forces
changing the field of education
2

3. Changes in Education &
Managing Disengagement
 Strategies and techniques that
can be used to engage your
entire class
 How to manage disengagement
 Create opportunities for
learning
3

4. Agenda
 Characteristics of today’s
students
 New approaches to teaching
and learning
 Technology tools that can
address disengagement
 MindTap personal learning tool4

5. Changes in Education &
Managing Disengagement
Characteristics of Today’s
Students

6. Generation On a Tightrope
 Levine, A., & Dean, D. (2012). Generation on
a tightrope: A portrait of today’s college
students. San Francisco: Jossey-Bass
 Uses surveys of 5,000 students and college
officials from 270 diverse schools, plus
interviews from campus visits and other data
 Characterize today’s college students as
confounded by a series of contradictions
6

7. Contradictions
 Coming of age in deepest recession in 70
years—yet eager for same economic
opportunities as parents
 In a hurry to be grownups—but more
dependent on their parents than any modern
generation
 Aspire to be global citizens—but ignorant of
other cultures
 Always in touch electronically—yet hampered
in face-to-face communication
7

8. Contradictions
 Most importantly, they are digital natives—
but maneuvering in an analog world
8

9. Life-Defining Moments
1. The advent of digital
culture
2. The economic downturn
3. 9/11
4. The election of President
Obama 9

10. General Characteristics
 Much more pragmatic
 Deal with diversity better than any
generation before them
 Very optimistic about their personal
futures but almost equally pessimistic
about the future of the country
10

11. General Characteristics
 Great fear of failure: ‖This is a
generation that was not allowed to skin
their knees.‖
 Think very highly of their abilities
 Received awards and applause for
everything they did: most improved
Mini-Kicker dribbler to best Suzuki violin
player with a mother named ―Susan‖
 Expect to continue to receive accolades11

12. Grade Inflation
 This expectation of accolades reinforced
by grade inflation
 41% have average grades of A- or
higher (7% in 1969)
 9% have grades of C or less (25% in
1969)
 45% have taken remedial courses
 60% say their grades ―understate the
true quality of my work‖ 12

13. Parents
 41% text, e-mail, call or visit their parents at
least daily (19% do 3+ times per day)
 27% asked parents to intervene in problems
with professors or employers
 Students who say have heroes most often
name their parents as their heroes
 ―Biggest change on campus since 2001 is
parent involvement–sometimes intrusion–on
campus,‖ say administrators
13

14. Parents
 Mother #1 called 15 times in one
afternoon, all the way up to the
president, when her son had trouble with his
wireless connection
 Mother #2 complained that when assigning
roommates school should also match the
parents to ensure ―other mother is of the
same culture I am so we can support each
other‖
 Mother #3 told Dean’s Office her son was too
busy to meet with the dean but ―she would14

15. Technology
 Technology defines these students
 Extremely connected yet isolated: have
24/7 contact with friends & family by
social media—but only 1 out of 3 attend
monthly college social/community event
 Connectedness/isolation contradiction
results in weak interpersonal
skills, face-to-face communication
skills, problem-solving skills 15

16. Technology
 Result is an easily distracted generation
with short attention spans
 Students accustomed finding quick
answers with few clicks; likely to give
up when cannot find easy answer
 Indirect evidence that technology can
affect behavior because of heavy
stimulation and rapid shifts in attention
16

17. Practical Advice
 Because short attention spans teachers
must work harder to capture and hold
students’ attention
 Teachers should focus on developing
 Critical thinking skills
 Creativity
 Continuous learning
 Need to deal with the fast-changing
nature of knowledge and technology 17

18. Practical Advice
 Must change how teach digital natives
 Use
calendars, locations, pedagogies, and
learning materials consistent with ways
students learn
 Brick campuses emphasize
enriching, expediting, expanding and
supplementing face-to-face education
with enhanced instruction and 18

19. Changes in Education &
Managing Disengagement
New Approaches To Teaching
and Learning

20. Flipped Classroom
 A reversed teaching model
 Delivers core instruction outside class
through online interactive material
 Moves homework into the classroom
 Students can ask questions and work
through problems with guidance of
teachers and support of their peers
 Create a more collaborative learning
environment 20

21. 21

22. Flipped Classroom
 Short video lectures are viewed by
students outside class
 Video lectures either created by
instructor online or selected from an
online repository (massive open online
course or MOOC)
 In-class time is devoted to
exercises, projects, discussions
22

23. Flipped Classroom
 ―Repurposing class time into workshop‖
 Students can ask about lecture
content, test skills in applying
knowledge, and interact with one
another in hands-on activities
 During class sessions instructors
function as coach/advisor, assisting
students in individual inquiry or
collaborative effort 23

24. Outside Classroom
 Students view multiple lectures of 5-7
minutes with online assessment to test
what students have learned
 Immediate feedback and ability to rerun
lecture segments may help clarify points
of confusion
24

25. Inside Classroom
 Instructors become on-site experts
 May lead in-class discussion
 Could organize students into ad hoc
workgroup to solve a problem that
several are struggling to understand
25

26. Challenges
 An easy model to get wrong
 Requires careful preparation (recording
lectures, coordinating inside/outside)
 Students must understand model and
be motivated to prepare for class
 Because approach is radical change in
class dynamic, most instructors start
with only a few elements of flipped
model in a course 26

27. Challenges
 Students accustomed to focusing on
lectures so skip in-class activities
 Students may complain about loss of
live lectures, especially when feel
assigned videos available to anyone
online
 Students may question what tuition
brings them that they could not have
gotten by surfing the Web. 27

28. Changes in Education &
Managing Disengagement
Technology Tools That Can
Address Disengagement

29. Poll Everywhere
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30. ―Raise your hand if . . .‖
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31. Poll Everywhere
 Live audience feedback
 Replacement of ―clickers‖
 Vote with different tools
 Desktop or laptop computer
 Portable device (tablet, smartphone, dumb phone)
 Vole in different ways
 Web page
 Embeddable voting widget
 Smartphone Web browser
 Dumb phone text message
 Twitter 31

32. How To Vote via Texting
1. Standard texting rates only
2. No access to phone number

33. How To Vote via PollEv.com

34. How To Vote via Twitter
1. Capitalization doesn’t matter, but spaces and spelling do
2. Since @poll is the first word, your followers will not receive this tweet

35. Poll Everywhere
35

36. 36

37. Poll Everywhere #1
37

38. Poll Everywhere #1
Is the sun shining
today at your school
38

39. Poll Everywhere #2
39

40. Poll Everywhere #2
Would you use Poll
Everywhere in your
classroom?
40

41. Poll Everywhere #3
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42. Poll Everywhere #4
42

43. Bubble Browser
43

44. Evernote
 Evernote tool for creating text, audio, and
image-based notes that live in the cloud
 Capture anything - Save ideas, things you
like, things you hear, and things you see
 Access anywhere - Evernote works with any
computer, phone and mobile device
 Find things fast - Search by keyword, tag or
printed and handwritten text inside images
 Can be difficult to actually browse through
notes, especially the older ones
44

45. Bubble Browser
 Way to explore Evernote notes
 Bubble Browser displays information in visual
form, using shapes and colors instead of pure
text
 Tags, notebooks and dates are presented as
color bubbles to show what’s most important
in every given context
 Data from notes creates interactive
infographic
 Can browse through notes and see how
―external brain‖ is structured! 45

46. Bubble Browser
 Focus on bubbles
 Multiple tiers of bubbles
 Notebooks, Tags, and Creation Dates
 Drill through relevant subcategories
for each one
 Bubbles are a different size depending
on the number of notes they contain
 Click on bubble to display notes that
meet that filter 46

47. Bubble Browser
47

48. Bubble Browser
48

49. Bubble Browser
49

50. Link-Time
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51. Link-Time
 Task & Time Organizing Portal for
Students
 Differences in course delivery
methods, requirements, assignment/ass
essment types, and instructor styles
 All students have Outlook email
accounts that also give access to
Microsoft’s SkyDrive and OneNote at no
additional cost
51

52. Link-Time
 Tool to create and manage a college
student’s academic life through
time/task management portal
 Fully customizable for each student
 Accessed and used both through a
computer and through mobile devices
 Ryan Guffy, Western Kentucky
University
52

53. Link-Time
53

54. Link-Time
54

55. Link-Time
55

56. QR Codes
56

57. QR Codes
 Modern version of answers being
written in the back of the book
 Placing answers to questions online and
linking with QR codes, students can
attempt their own solutions before
using the code to review the correct
answer
 Create codes online
57

58. QR Codes
 SquareTag
 Create QR codes then configure app on
online SquareTag server
 Affix QR code to gas cap of car
 When scanned, form appears
 Record price, gallons, odometer
 SquareTag app analyze data and draw
graph of fuel usage
58

59. Jing
59

60. Jing
 Camtasia Studio – Video recording
and screen editing (high end)
 Snagit – Capture images and
video, add video effects (medium
level)
 Jing - Capture screen videos of
computer screen (low end)
60

61. Jing
 Select any window or region to
capture, mark up your screenshot with
a text box, arrow, highlight or picture
caption
 ―Record what you do‖
 Select window/region to record to
capture everything that happens in that
area
 Jing videos are limited to 5 minutes.
61

62. Changes in Education &
Managing Disengagement
Questions & Comments?
Dr. Mark Ciampa
Western Kentucky University
mark.ciampa@wku.edu