Teaching Without Walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0 learning

Teaching Without Walls:
Michelle Pacansky-Brock
brocansky@gmail.com
http://mpbreﬂections.blogspot.com
byJofreFerreronFlickr
brocansky
a learning experiment
Monday, November 29, 2010

Keys to Improving College
Degree Attainment Rate:
• More deep learning, less rote
memorization
• Faculty development should foster
new ways of teaching to meet
today’s students’ learning preferences
and challenges
http://www.ccsse.org/

Lectures made sense when access to
precious books was scarce.

Times have changed.

Why hasn’t this changed?

How CanTechnology
Be UsedTo:
•create more time for active learning in
undergraduate classes that rely heavily on lecture?
•foster inclusive learning environments that meet
the needs of more students?
•increase personal connections between students
and instructor beyond the classroom?

©LaurieBurruss
Face-to-Face Learning
from this to this

spend more face-to-face
time applying, analyzing,
synthesizing, evaluating
spend less
face-to-face
time lecturing

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.”
http://www.ccsse.org/

Time for a 21st Century Makeover!

Leverage the Potential of
“Untethered Learning”
“Untethered Learning” is a term coined by Julie Evans of ProjectTomorrow.

Mobile Lectures
read
Taminator on Flickr
listen
(pause, rewind, replay)
or

Effect on Student Learning?

HAVINGTHE OPTIONTO READ OR LISTENTO A
LECTURE INCREASED MY ABILITYTO ACHIEVETHE
LEARNING OBJECTIVES.
0%
17.5%
35%
52.5%
70%
Strongly Agree
Agree
Neutral
Disagree
92.5% =
strongly agreed/
agreed

WHEN GIVENTHE OPTIONTO READ OR LISTENTO
A LECTURE,WHICH OPTION DIDYOU CHOOSE?
0%
12.5%
25%
37.5%
50%
read
listened
both
sometimes
neitherread, sometimes
listened
40%
15%
30%
15%

WHY DIDYOU CHOOSETHIS
LECTURE FORMAT?
0%
17.5%
35%
52.5%
70%
Meets
Most
It’s what I’m
Didn’t want
my learning
style
to deal with
more
technology
convenient
for me used to
doing
67%
22%
11%

Online Pre- and Post-Class
Formative Assessments
cloud application
no cost to student
provides conversations around media
comments in voice, video or text

pre-class
Online Formative Assessments

post-class
Online Formative Assessments
View example online:
http://www.youtube.com/watch?v=D20toUUM5mw

Summative Assessments
Individual Essays/Short Answer/Multiple Choice
Post-ClassVoiceThread
Research Project of Student’s Choice
Learning Unit
Pre-ClassVoiceThread
Post-ClassVoiceThread Post-ClassVoiceThread
In-Class Activities
Mobile Lecture
Reading
Learning Unit Learning Unit
In-Class ActivitiesIn-Class Activities
Pre-ClassVoiceThreadPre-ClassVoiceThread
Mobile Lecture
Reading
Mobile Lecture
Reading
Learning Objectives Learning Objectives Learning Objectives

THEVARIETY OF LEARNING MATERIALS PLAYED
A ROLE IN HELPING ME REACHTHE COURSE
LEARNING OBJECTIVES.
0%
22.5%
45%
67.5%
90%
Strongly Agree
Agree
Neutral
Disagree

• “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.”
Student Feedback:
VoiceThread

Effect on Success and
Retention?

10% INCREASE IN SUCCESS
12% INCREASE IN RETENTION
0
0
0
1
1
Success
Retention
traditional method
new method
Success: # enrolled at census
divided by the number of students
who end with an A, B, or C
Retention: # enrolled at census
divided by the number enrolled at
end of term.
67%
83%
83%
90%

Listen to the full 20-minute interview at:
http://www.box.net/shared/eygt08tvmi
Student Interview

THIS CLASS HELPED ME UNDERSTAND
HOW I LEARN BEST.
0%
12.5%
25%
37.5%
50%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
81% = strongly
agreed/agreed
41% 40%
15%

BY COMPLETINGTHE LECTURES OUTSIDETHE
CLASSROOM,THETIME WE SPENT IN CLASS WAS
MORE RELEVANTTO MY OWN LEARNING.
81% = strongly
agree/agree
0%
12.5%
25%
37.5%
50%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
41% 41%
15%
4%

“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.”
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.”

Student Comments:
“I really enjoyed the class and I understood the content a
lot better than I would have in just a traditional classroom
setting.”
“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...”

Student Comments:
“[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.”
“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.”

Michelle Pacansky-Brock
brocansky@gmail.com
blog: mpbreﬂections.blogspot.com
byValerie Everett on Flickr

Teaching Without Walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0 learning

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Teaching Without Walls: a college teaching experiment leveraging face-to-face, mobile, and web 2.0 learning