CIC COHI 2016 August workshop presentation
49
Revising Revising digital digital classes classes for for 2016-7 2016-7 COHI 2 - August 2016
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Transcript of CIC COHI 2016 August workshop presentation
Revising Revising digital digital classes classes
for 2016-for 2016-77
COHI 2-
August 2016
2
Some relevant experienceSome relevant experience
Notes: http://toolormethod.wlu.edu/insights.html
Teaching and learners are
changing3
Student Student population population changeschanges
Near-majority adult
Working Increasing
first-generation students
Veterans Learning
disabilities12https://www.flickr.com/photos/un_photo/67089140
25/
Racial Racial transformationtransformation
Macroeconomic changesMacroeconomic changes
Labor changes•manufacturing->service•1 job/career->many
gigs•declining participation•automation
DemographicsDemographicsYouth population shrinkage, esp. northeast + midwest
Expanding senior population…
9
12
Who is a traditional student in
2016?13
Who is a traditional student in
2020?14
Enrollment changesEnrollment changes
Spending less Swirling
Enrollment decline?Enrollment decline?
Spending less per family
Who is a traditional student in
2016?17
How much of their learning
is digital?
18
In general, age and digital tech use are negatively related
Millennial versus Homeland
http://magid.com/sites/default/files/pdf/MagidPluralistGenerationWhitepaper.pdf)
New generatio
nal differenc
es emerge
Millennial versus Homeland
(Meeker)
Digital throat clearingDigital throat clearing
F2f<-blended->wholly online continuum
f2f <> non-digital Behaviorist vs
constructivist
Pedagogical throat clearingPedagogical throat clearing transmission: effective delivery of
content apprenticeship: modeling ways of being developmental: cultivating ways of
thinking (constructivist/cognitivist)nurturing: facilitating self-efficacysocial reform: seeking a better society.-A.W. (Tony) Bates, after Dan Pratt (1988),
Teaching in a Digital Age (2015)
Digital class first stepDigital class first step
Learning goals (G. McKay)
Support strategy (professional, student)
Synchronous/asynch balancehttps://www.flickr.com/photos/infinitea/42792557
86/
Digital class materialsDigital class materials
Proprietary vs open Increasing
multimedia Asocial Personalizing
Digital class materialsDigital class materials
Gamifying
(Duolingo)
Digital class materialsDigital class materials
What kinds of materials have been most successful for you?
The learning communityThe learning community
Essential to LAC “ “ each class Important to
COHI 1.0
The learning communityThe learning community
Vital to compare w/f2f Diverse experiences
and reactions Community of
practice?
Discussion: asynchronousDiscussion: asynchronous
https://www.flickr.com/photos/mikecogh/6292851437/
Discussion: asynchronousDiscussion: asynchronous
Email lists Discussion boards E-portfolios Social media
`
Discussion: asynchronousDiscussion: asynchronous
Good practices:Rules of the road Fast but modest feedbackGraded participationAudio/video feedback
Rheingold; deNoyelles, Zydney, and Chen (2014)
Discussion: asynchronousDiscussion: asynchronous
Social presence Use names Admit humor Encourage personal background Frequency
Rheingold; deNoyelles, Zydney, and Chen (2014)
Discussion: asynchronousDiscussion: asynchronous
Prompts: Focused Iterative Reflective Structured
Peer facilitator(s)
Translate f2f seminar practices
deNoyelles, Zydney, and Chen (2014)
Discussion: synchronousDiscussion: synchronous
Tech: Hangout, Connect, Skype
Polycom, Tandberg
Discussion: synchronousDiscussion: synchronous
Good practices Patience Performance Supplemental text Interactive exercises
The face-to-face classThe face-to-face class
Lecture and/or discussion capture
Live interaction with distant students
Homework and Homework and assignmentsassignments
Papers Multimedia artifacts: posters,
videos, podcasts, stories, etc. Production, not consumption (G.
McKay) Social (outside of class)
ex: native speakers (Simpson)
Homework and assignmentsHomework and assignments
Collaborative Problem-based Project-“ Offline, experiential
Assessing student workAssessing student work
Non-tech principles Tech-specific “ Rubrics Peer assessment
Technology questionsTechnology questions
What would you like to try next?
Technology questionsTechnology questions
How will your institution support your use of technology?
Looking aheadLooking ahead
• Select small number of technologies
• Keep log of work and reflections (think 2.0)
• Follow through w/ local assessment
• Exploit the consortium
Looking aheadLooking ahead
• Work with IT: academic computing, ID, media services
• “ “ library• Apply the humanities to
online life
Looking aheadLooking aheadStudents find their own uses for things
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