This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.

1. Teaching Without Walls:
Life Beyond the Lecture
Michelle Pacansky-Brock
brocansky@gmail.com

2. MAKE IT SOCIAL!
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3. #ADEC22

4. 18-24 YEAR OLD COLLEGE STUDENTS
• Don’t remember life before the internet
• Socialize face-to-face and online
• 95% of 18-24 year olds use a social network
(70% daily)
• Experiences are increasingly mobile
Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010.
http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333
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5. “THE ERA OF PARTICIPATION”
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6. “THE ERA OF PARTICIPATION”
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7. PARTICIPATORY LEARNING IS
COMMONPLACE
“Since the current generation of
college students has no memory of
the historical moment before the
advent of the Internet, we are
suggesting that participatory learning
as a practice is no longer exotic or
new but a commonplace way of
socializing and learning. For many, it
seems entirely unremarkable.”
The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the
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assistance of Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media
and Learning. MIT Press: Cambridge, Massachussets, 2009.

8. Instructional Participatory Learning
Paradigm Paradigm
© Laurie Burruss

9. This is not participatory learning.
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10. Instruction Paradigm Learning Paradigm
Transfer knowledge from Elicit students’ discovery and
faculty to students construction of knowledge
Identify your paradigm.
Cover material Achieve specified learning results
Faculty role is designer of learning
Faculty role is “lecturer”
methods and environments
Achieve access for diverse Achieve learning success for
student groups diverse student groups
Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change,
Nov/Dec 1995, 13-25. Table graphic is an adapted from the work of Jim Julius.
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11. Keys to Improving College
Degree Attainment Rate:
• Moredeep learning, less rote
memorization
• Faculty development should foster
new ways of teaching to meet
today’s students’ learning preferences
and challenges
Center for Community College Student Engagement
http://www.cccsse.org/
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12. 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
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13. #ADEC22

14. spend more face-to-face
time applying, analyzing,
synthesizing, evaluating
spend less
face-to-face
time lecturing
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15. #ADEC22

16. “Untethered Learning”
Julie Evans, Project Tomorrow
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17. Mobile Lectures
listen or read
(pause, rewind, replay)
Taminator on Flickr
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18. Online Pre- and Post-Class
Formative Assessments
peer-to-peer, participatory learning
web-based application
no cost to student
provides conversations around media
comments in voice, video or text
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19. #ADEC22

20. pre- and post-class
Online Formative Assessments
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21. pre-class
Online Formative Assessments
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22. post-class
Online Formative Assessments
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23. Feedback on Use of VoiceThread
• “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.”
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24. WIKIS: COLLABORATIVE CONSTRUCTION
OF KNOWLEDGE The
Ch Wik
alle i
nge
!
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25. STUDY THIS!
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26. USE THEM!
•“Call a Friend” Surveys
Flickr
r on
Ferre
•PollEverywhere
Jofre
e by
(free, texting turns phones into clickers)
imag
cloud
• Have students participate in a
Twitter backchannel
• Schedule tweets to be sent during
class (ask questions for students to reply to)
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27. Open your classroom to guest speakers from
around the world.
©Lori Rusch
Lori Rusch, Art History Instructor at Citrus College
and Los Angeles County High School for the Arts.
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28. Effect on Student Learning?
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29. HAVING THE OPTION TO READ OR LISTEN TO A
LECTURE INCREASED MY ABILITY TO ACHIEVE THE
LEARNING OBJECTIVES.
70%
77% response rate
52.5%
35%
17.5% 92.5% =
strongly agreed/
Strongly Agree agreed
Agree 0%
Neutral
Disagree
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30. WHEN GIVEN THE OPTION TO READ OR LISTEN TO
A LECTURE, WHICH OPTION DID YOU CHOOSE?
50%
40% 37.5%
30% 25%
15% 12.5%
15%
read
listened 0%
both
sometimes
read, sometimes neither
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31. WHY DID YOU CHOOSE THIS
LECTURE FORMAT?
70%
67%
52.5%
35%
22% 17.5%
Meets
my learning Most 11% 0%
style convenient It’s what I’m
for me used to Didn’t want
doing to deal with
more
technology
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32. THE VARIETY OF LEARNING MATERIALS PLAYED
A ROLE IN HELPING ME REACH THE COURSE
LEARNING OBJECTIVES.
90%
67.5%
45%
22.5%
Strongly Agree
Agree 0%
Neutral
Disagree
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33. Effect on Success and
Retention?
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34. 10% INCREASE IN SUCCESS
12% INCREASE IN RETENTION
1
90%
traditional method
83%
83% 1 new method
67%
0
0 Success: # enrolled at census
divided by the number of students
Success 0 who end with an A, B, or C
Retention
Retention: # enrolled at census
divided by the number enrolled at
end of term.
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35. THIS CLASS HELPED ME UNDERSTAND
HOW I LEARN BEST.
50%
41% 40% 37.5%
25%
15% 12.5%
Strongly Agree
Agree
81% = strongly
Neutral 0% agreed/agreed
Disagree
Strongly Disagree
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36. BY COMPLETING THE LECTURES OUTSIDE THE
CLASSROOM, THE TIME WE SPENT IN CLASS WAS
MORE RELEVANT TO MY OWN LEARNING.
50%
41% 40% 37.5%
25%
15% 12.5%
Strongly Agree
Agree
Neutral 4% 0% 81% = strongly
Disagree agree/agree
Strongly Disagree
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37. Student Interview
Listen to the full 20-minute interview at:
mpbreflections.blogspot.com/sharedresources
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38. Student Comments:
evidence of deep learning
“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.”

39. 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.”

40. Student Comments:
evidence of deep learning
“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.”

41. Student Comments:
evidence of deep learning
“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...”

42. Student Comments:
evidence of deep learning
“[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.”

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

44. Michelle Pacansky-Brock
brocansky@gmail.com
blog: http://mpbreflections.blogspot.com
Twitter: @brocansky
Teaching Without Walls: Life Beyond the Lecture by Michelle Pacansky-Brock is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
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