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the Problem of Learning in the Post-Course Era  ,[object Object],[object Object],MAALT-SEALLT Conference March 11,2010
What’s the problem?
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion  a deeper sense of cultural understanding and language learning
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion  a deeper sense of cultural understanding and language learning
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion  a deeper sense of cultural understanding and language learning
Writing  technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion  a deeper sense of cultural understanding and language learning
The Post-Course Era
“ You know. It was taught as a Gen Ed course and I took it as a Gen Ed course.” Georgetown student, end of first year, focus group: reflecting a particular course in which, he claimed, he was not asked to engage with the material.
High Impact Practices  (National Survey of Student Engagement--NSSE)  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
High Impact Activities and Outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
High Impact Practices  (National Survey of Student Engagement--NSSE)  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
So, if high impact practices are largely in the extra curriculum (or co-curriculum), then where are the low-impact practices?
formal curriculum = low-impact practices ? Are we then entering the “post-course era”? 2/16/10
If the formal curriculum is not where the high impact experiences are then there are three options ,[object Object],[object Object],[object Object]
All of the above…
Range of responses courses designed as inquiry-based and problem-driven  Using social tools at scale Design courses for depth and engagement (writing intensive, project-based, team-based, etc) 2/16/10
Participatory Culture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],How do we make classroom learning more like participatory culture?  Jenkins, et. al., The Challege of Participatory Culture
Six Characteristics of high impact practices AND features of participatory culture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],2/16/10
Looking from the Web in…  How do we make formal learning environments more like informal learning?  How do we make classroom learning more like participatory culture?
The Formal  Curriculum Informal Learning Participatory culture High impact practices Experiential  Co-curriculum 2/16/10
the end of the course as a  bounded  experience
John Seely Brown: Practice to Content content practice
The Formal  Curriculum Informal Learning Participatory culture High impact practices Experiential  Co-curriculum 2/16/10
Three Challenges ,[object Object],[object Object],[object Object]
Thin Slices Participatory learning + Web 2.0 tools Student work is in process, in practice—not just in summative work
NOVICE  MIRACLE  EXPERT product  product Connecting Intermediate Processes to Practice Bass & Elmendorf, 2009 2/16/10
How can we better understand these intermediate processes?  How might we design to foster and capture them?  evidence  of process Connecting Intermediate Processes to Practice LEARNING processes 2/16/10 NOVICE processes EXPERT practice LEARNING processes LEARNING processes
“ Thin slices” of online discussion or blog Traces of collaborative practice Micro-reflections on the cutting room floor ePortfolio samples: drafts, reflections Connecting Intermediate Processes to Practice NOVICE processes LEARNING processes EXPERT practice evidence  of  Process  LEARNING processes LEARNING processes
#1: Social Pedagogies  and a Large Lecture Course Foundations of Biology BIOL-103 1st year Biology  course 250 students science majors & pre-meds Heidi Elmendorf, Georgetown University
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Learning and Feedback from  Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary Understanding Sense of Personal and Intellectual Significance Student Learning Goals  (Students develop…) A Sense of Audience  and Voice  Social Pedagogies Heidi Elmendorf, Georgetown University
Prof Elmendorf’s Instructions to her Students for the Discussion Board ,[object Object]
Holding Conversations
Online Conversation
Jose Feito, on the importance of “not knowing” “ The theme of not-knowing [has] emerged as a key factor in the maintenance of a truly collaborative intellectual community within the classroom.  In order for a shared inquiry to proceed productively, the participants must be able to regularly acknowledge their lack of understanding, offer partial understandings, and collectively digest the resulting discourse.  Not-knowing is characterized by a group’s ability to defer meaning, tolerate ambiguity, hold divergent perspectives, and postpone closure. In order to develop, it requires a relatively non-judgmental classroom atmosphere, but not an uncritical one.”  Jose Feito, St. Mary’s University  (Moraga, California, U.S.A.)
Michael Smith & Ali Erkan, Ithaca College ,[object Object],[object Object]
Michael Smith & Ali Erkan, Ithaca College
[object Object],[object Object],[object Object],[object Object],[object Object],Embodied Not just knowing,  but the experience  of knowing  (and coming to know)
Social Pedagogies  and an Introductory Writing Class Writing, Invention, Media HUMW-011 1st year writing  course 20 students Gen Ed Randy Bass, Georgetown University
Humanities & Writing 011 ,[object Object],[object Object],[object Object],[object Object]
CORE Important Worthwhile Grant Wiggins and Jay McTighe,  Understanding by Design What is worth knowing and doing? What is important to know and do? What is a core or enduring understanding?
CORE Important Worthwhile Opening Day exercise:  Writing in school?  Writing on the Web? HUMW011:  Writing, Invention, Media
Core Values of Writing in School: Week One
Core  Important Worthwhile
Core Understandings--writing in school (week one) Core Understandings--digital, Writing on the web (week one)
 
 
Networked research group
Networked research group Yahoo Pipes
Networked research group
Participatory Culture and Formal Learning Student team Student team Student team Shared course blog or teacher / tutor space Any mechanism for aggregating, feeding, filtering, tagging…
Rajagopalan Balaji, Capstone Course in Engineering (University of Colorado) (Design competition) 70+ students 12 teams two projects Central RSS feed Team blogs Central RSS feed Team blogs Teacher watches, coaches (key source of capture for intermediate processes)
thin slices of practice reflective judgment embodied learning If we are to connect courses to the “holistic self-portrait” of the learner, then we not only to link out but in..  Designing for the post-course era
Learning and Feedback from  Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary Understanding Sense of Personal and Intellectual Significance Student  Learning   Goals  A Sense of Audience  and Voice  PRACTICE: Features of Participatory Process ,[object Object],[object Object],[object Object]
Tim Kastelle University of Queensland,  “Successful Open Business Models” “Successful Open Business Models on the Web” (e.g. Journalism, Music) Aggregate Filter Connect Tim Kastelle
Tim Kastelle, “Successful Open Business Models” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Shift in How We Add Value AGGREGATE FILTER  CONNECT
Shift in How We Add Value AGGREGATE FILTER  CONNECT COURSE ERA POST-COURSE ERA
Sir Ken Robinson, “How Education Kills Creativity” ted.com
Sir Ken Robinson, “How Education Kills Creativity” ted.com “ What we need is a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity.”
Randy Bass contact (for slides, follow up):  [email_address]

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Randy Bass

  • 1.
  • 3. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
  • 4. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
  • 5. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
  • 6. Writing technologies Wikis blogs microblogging Social bookmarking Data visualization Video conferencing Social networking Virtual worlds and serious games Online chatrooms E-portfolios Digital storytelling Self-assessment practices Task-based instruction Non-linear learning Multiple modalities Authentic audience From static to dynamic learning learning environments perpetually in motion a deeper sense of cultural understanding and language learning
  • 8. “ You know. It was taught as a Gen Ed course and I took it as a Gen Ed course.” Georgetown student, end of first year, focus group: reflecting a particular course in which, he claimed, he was not asked to engage with the material.
  • 9.
  • 10.
  • 11.
  • 12. So, if high impact practices are largely in the extra curriculum (or co-curriculum), then where are the low-impact practices?
  • 13. formal curriculum = low-impact practices ? Are we then entering the “post-course era”? 2/16/10
  • 14.
  • 15. All of the above…
  • 16. Range of responses courses designed as inquiry-based and problem-driven Using social tools at scale Design courses for depth and engagement (writing intensive, project-based, team-based, etc) 2/16/10
  • 17.
  • 18.
  • 19. Looking from the Web in… How do we make formal learning environments more like informal learning? How do we make classroom learning more like participatory culture?
  • 20. The Formal Curriculum Informal Learning Participatory culture High impact practices Experiential Co-curriculum 2/16/10
  • 21. the end of the course as a bounded experience
  • 22. John Seely Brown: Practice to Content content practice
  • 23. The Formal Curriculum Informal Learning Participatory culture High impact practices Experiential Co-curriculum 2/16/10
  • 24.
  • 25. Thin Slices Participatory learning + Web 2.0 tools Student work is in process, in practice—not just in summative work
  • 26. NOVICE MIRACLE EXPERT product product Connecting Intermediate Processes to Practice Bass & Elmendorf, 2009 2/16/10
  • 27. How can we better understand these intermediate processes? How might we design to foster and capture them? evidence of process Connecting Intermediate Processes to Practice LEARNING processes 2/16/10 NOVICE processes EXPERT practice LEARNING processes LEARNING processes
  • 28. “ Thin slices” of online discussion or blog Traces of collaborative practice Micro-reflections on the cutting room floor ePortfolio samples: drafts, reflections Connecting Intermediate Processes to Practice NOVICE processes LEARNING processes EXPERT practice evidence of Process LEARNING processes LEARNING processes
  • 29. #1: Social Pedagogies and a Large Lecture Course Foundations of Biology BIOL-103 1st year Biology course 250 students science majors & pre-meds Heidi Elmendorf, Georgetown University
  • 30.
  • 31.
  • 34. Jose Feito, on the importance of “not knowing” “ The theme of not-knowing [has] emerged as a key factor in the maintenance of a truly collaborative intellectual community within the classroom. In order for a shared inquiry to proceed productively, the participants must be able to regularly acknowledge their lack of understanding, offer partial understandings, and collectively digest the resulting discourse. Not-knowing is characterized by a group’s ability to defer meaning, tolerate ambiguity, hold divergent perspectives, and postpone closure. In order to develop, it requires a relatively non-judgmental classroom atmosphere, but not an uncritical one.” Jose Feito, St. Mary’s University (Moraga, California, U.S.A.)
  • 35.
  • 36. Michael Smith & Ali Erkan, Ithaca College
  • 37.
  • 38. Social Pedagogies and an Introductory Writing Class Writing, Invention, Media HUMW-011 1st year writing course 20 students Gen Ed Randy Bass, Georgetown University
  • 39.
  • 40. CORE Important Worthwhile Grant Wiggins and Jay McTighe, Understanding by Design What is worth knowing and doing? What is important to know and do? What is a core or enduring understanding?
  • 41. CORE Important Worthwhile Opening Day exercise: Writing in school? Writing on the Web? HUMW011: Writing, Invention, Media
  • 42. Core Values of Writing in School: Week One
  • 43. Core Important Worthwhile
  • 44. Core Understandings--writing in school (week one) Core Understandings--digital, Writing on the web (week one)
  • 45.  
  • 46.  
  • 50. Participatory Culture and Formal Learning Student team Student team Student team Shared course blog or teacher / tutor space Any mechanism for aggregating, feeding, filtering, tagging…
  • 51. Rajagopalan Balaji, Capstone Course in Engineering (University of Colorado) (Design competition) 70+ students 12 teams two projects Central RSS feed Team blogs Central RSS feed Team blogs Teacher watches, coaches (key source of capture for intermediate processes)
  • 52. thin slices of practice reflective judgment embodied learning If we are to connect courses to the “holistic self-portrait” of the learner, then we not only to link out but in.. Designing for the post-course era
  • 53.
  • 54. Tim Kastelle University of Queensland, “Successful Open Business Models” “Successful Open Business Models on the Web” (e.g. Journalism, Music) Aggregate Filter Connect Tim Kastelle
  • 55.
  • 56. Shift in How We Add Value AGGREGATE FILTER CONNECT
  • 57. Shift in How We Add Value AGGREGATE FILTER CONNECT COURSE ERA POST-COURSE ERA
  • 58. Sir Ken Robinson, “How Education Kills Creativity” ted.com
  • 59. Sir Ken Robinson, “How Education Kills Creativity” ted.com “ What we need is a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity.”
  • 60. Randy Bass contact (for slides, follow up): [email_address]

Hinweis der Redaktion

  1. Week one
  2. May 2009 version (post convening)