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learning to love what we fear
Michelle Pacansky-Brock
@brocansky
TeachingWithoutWalls.com
#eMERGE14
#emerge2014
remnants of
an Industrial Age
#emerge2014
Photo%by%Giulio%Menna%0%Crea3ve%Commons%A8ribu3on0NonCommercial0ShareAlike%License%%h8p://www.flickr.com/photos/35694389@N02% Created%with%Haiku%Deck%
#emerge2014
Photo%by%Design%By%Zouny%1%Crea5ve%Commons%A9ribu5on%License%%h9p://www.flickr.com/photos/47440581@N07% Created%with%Haiku%Deck%
#emerge2014
I N F O R M AT I O N
I N F O R M AT I O N
Accessing
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
I N F O R M AT I O N
Accessing Finding
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
CC-BY-NC-SA
by Haaaley
I N F O R M AT I O N
Accessing Finding Validating
CC-BY-NC-SA by
Walters Art Museum
Illuminated Manuscripts
CC-BY-NC-SA
by Haaaley
CC-BY-NC-SA
by Clasesdeperiodismo
Teaching in The Dark: Learning to Love What We Fear
Teaching in The Dark: Learning to Love What We Fear
- 2 0 1 4 H O R I Z O N R E P O R T, H I G H E R E D
“Today, society is increasingly mobile and continues to
demonstrate evidence that creation is gaining traction
over consumption. The Maker movement, user-
generated videos, self-published eBooks, personalized
domains, and other platforms have all seen steep
increases in recent years. Higher education is now in a
position to shift its curricular focus to ensure learning
environments align with the engagement of creator-
students and foster the critical thinking skills needed to
fuel a creator society.”
a creator society
#emerge2014
Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
American Adults Who
Watch or Download
OnlineVideo
Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/
2013/Online-video
2009 2011
Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/
2013/Online-video
14%
31%
#emerge2014
Professors who have
students view !
online videos
75%
Professors who have
students create
online videos
25%
Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http://
www.pearsonlearningsolutions.com/higher-education/social-media-survey.php
CC-NC-ND by seventwentysk
Teaching in The Dark: Learning to Love What We Fear
Creating & Sharing Videos!
CC-BY Kellinasf
how does all this make
a teacher feel?
#emerge2014
CC-BY Kodomut
#emerge2014
Teaching in The Dark: Learning to Love What We Fear
vulnerable
Describe how it feels to be
VULNERABLE
CC-BY Kellinasf #emerge2014
“Vulnerability is uncertainty,
risk, and emotional
exposure.”
– B R E N E B R O W N
!
#emerge2014
CC-BY kodomut.com
VULNERABLE?"
"What&value&is&there&in&being
– B R E N E B R O W N
!
“Vulnerability sounds like truth
and feels like courage. Truth
and courage aren't always
comfortable, but they're never
weakness.”
#emerge2014
– B R E N E B R O W N
!
“Vulnerability is the
birthplace of innovation,
creativity and change.”
#emerge2014
#emerge2014
face
to
face
online
#emerge2014
face
to
face
online
#emerge2014
http://youtu.be/y2QgtPyk_Gk
flippedhighschool.com
#emerge2014
Seven Principles
for Good Practice
in Undergraduate Education
(Chickering and Gamson, 1987)
Flipped Foundations
#emerge2014
Learning “is not a spectator sport.
Students do not learn much just sitting in
class listening to teachers, memorizing
pre-packaged assignments, and spitting
out answers. They must talk about what
they are learning, write about it, relate it to
past experiences, and apply it to their
daily lives. They must make what they
learn part of themselves.” (p. 1).
Chickering and Gamson
1987
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating Bloom's Taxonomy
#emerge2014
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating Bloom's Taxonomy
The Cognitive Domain
the construction of
knowledge and critical
thinking
#emerge2014
CC-BY-NC-SA Zanthia
Start with your vision of how
the course will end
#emerge2014
Teaching in The Dark: Learning to Love What We Fear
Cultivate your vision with relevancy
from day one
Receiving
Responding
Valuing
Organization
Characterization
the other side of
Bloom's Taxonomy
Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New
York, NY. David McKay Company, Inc.
#emerge2014
Receiving
Responding
Valuing
Organization
Characterization
the other side of
Bloom's Taxonomy
The Affective Domain
Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New
York, NY. David McKay Company, Inc.
how we deal with
things emotionally
#emerge2014
wiki wiki
#emerge2014
wiki wiki
#emerge2014
wiki
wiki
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
#emerge2014
#emerge2014
PhotobyDanWinkler
Used with permission fromVoiceThread.
http://youtu.be/yC1NiyOB10A
#emerge2014
Teaching in The Dark: Learning to Love What We Fear
CC-BY Gustavo Devito #emerge2014
http://youtu.be/YbXGMx4Ftqo
#emerge2014
CC-BY-NC-SA By Coofdy
students are vulnerable too!
#emerge2014
student survey results
student survey results
% Strongly Agreed
Or Agreed
The Flipped Class Required
More Homework
81%
The Flipped Class Was A More
Successful Learning Experience
97%
The Flipped Class Required
More Critical Thinking
89%
Pacansky-Brock, 2009. 77% response rate.
student survey results
% Strongly Agreed
Or Agreed
The Flipped Class Used
Classroom Time In A Way That
Was More Relevant To My
Learning
81%
I Wish More Lecture Classes
Would Be Taught In This
Format.
81%
Pacansky-Brock, 2009. 77% response rate.
student survey results
% Strongly Agreed
Or Agreed
The Variety Of The Learning
Materials Played A Role In
Helping Me Reach The Course
Learning Objectives
100%
The Class Helped Me
Understand How I Learn Best.
81%
Pacansky-Brock, 2009. 77% response rate.
student survey results
% Strongly Agreed
Or Agreed
Having The Option To Read
Or Listen To A Lecture
Increased My Ability To
Achieve The Learning
Objectives
92.5%
Pacansky-Brock, 2009. 77% response rate.
student survey results
Pacansky-Brock, 2009. 77% response rate.
0
0.1
0.2
0.3
0.4
Read Listened Both Toggled Neither
40% 15% 15%30%
Photo%by%Kaysse%,%Crea/ve%Commons%A4ribu/on%License%%h4p://www.flickr.com/photos/29862505@N08% Created%with%Haiku%Deck%
learning was more
– S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“…it did take a little getting used to and
it did require you to become a little
more organized, BUT the richness in the
information was a wonderful trade-off. I
feel as if I walked through the 1920s in
Paris and was able to breathe in the
atmosphere.”
deeplearningCC-BY-SA MarcusVegas
increased evidence of
– S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“In traditional lecture classes you feel
like you are being force-fed the
information but in this class you feel like
you were living the history in each of the
learning units and truly connecting to
the material.”
Teaching in The Dark: Learning to Love What We Fear
– S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
“I liked the VoiceThreads…they helped
me think in other ways and get different
perspectives from my fellow students.”
– S T U D E N T
PA C A N S K Y- B R O C K
F L I P P E D C L A S S R O O M E X P E R I M E N T
2 0 0 9
The flipped classroom “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.”
Tips for the Flipping Your Class
• Start with your vision for the end of your class
CC-BY-NC-SA Stuck in Customs
CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
• Capture exiting students’ feedback and share it
with incoming students for super powered
relevancy!
CC-BY-NC-SA Stuck in Customs
Tips for the Flipping Your Class
• Start with your vision for the end of your class
• Think outside the box of “delivering videos”
prior to class
• Have students use tools they are comfortable
with or have them use tools you can support
• Capture exiting students’ feedback and share it
with incoming students for super powered
relevancy!
and finally…
Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
Why do we call them
phones?
Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
Better options…
documentation devices?
Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck%
Better options…
artifact generators?
CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
• Interview friends/family and share
voice recordings in small groups
CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
• Interview friends/family and share
voice recordings in small groups
• Have students go on location to
document experiences in photographs,
upload these to a class wiki or social
network (Facebook group, Google+
Community, Bonfyre)
CC-BY-NC-SA
by Clasesdeperiodismo
design
learning
with them
in mind!
• Call a friend survey
• Interview friends/family and share
voice recordings in small groups
• Have students go on location to
document experiences in photographs,
upload these to a class wiki or social
network (Facebook group, Google+
Community, Bonfyre)
• Assign “experiences” for homework
and have students live text their
reflections (cel.ly, Bonfyre, Twitter)
http://youtu.be/CD7eagLl5c4
!
CC-BY-NC Thomas Hawk !
#1. BE REAL
#2. TELL STORIES
!
CC-BY-ND Hartwig HKD!
#3. REDUCE DISPOSABLE
!
CC-BY-NC-ND jbelluch!
LEARNING
Michelle Pacansky-Brock!

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