Post on 01-Nov-2014
description
transcript
FO&D Spring InstituteTech-Savvy Teaching: Melding In-Class and
Online Pedagogies
Andy Saltarelli (saltarel@msu.edu) & Patti Banyas (banyaspa@msu.edu)Virtual University Design and Technology | vudat.msu.edu
Objectives
1) Get to know who we are and what resources/services are available through our office.
2) Get to know who you are.3) Follow the arrow…
Welcome to vuDAT
Administrators Producers
Artists and Web Programmers
Programmers/Server Admins
Student Media Developers
What about you?
• Please introduce yourself and what course(s) will you be applying these “tech-savvy” methods to?
• For you personally, what is the best thing about teaching in higher ed right now?
• What is the most challenging thing?
What about you? – Tool Time
Our Philosophy
• Integrating instructional technologies in and out of class must start with authentic pedagogical “problems”.
• If not, they become solutions in search of a problem… techno-centrism
Our Philosophy
• And there are a lot of solutions…
Our Philosophy• That are constantly changing.
http://www.go2web20.net/
Our Philosophy
• And here
Our Philosophy
• Which is why we start here
Before we get too far…
And Begin with the End in Mind
Backwards Design (Wiggins & McTighe, 2005)
• Identify desired results (learning outcomes)
• “What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?” (Wiggins and McTighe 2005).
Some Material UseD with Permission of the Faculty Center for Innovative Teaching, Central Michigan University
What’s the Big Idea?
• Designing Around Big Ideas (aka essential questions)– Have enduring value beyond the classroom – Points to ideas at the heart of expert
understanding– Makes meaning obvious to the learner– Helps prioritize learning
Now Let’s Define Reality
• Students are not attentive to what is being said in a lecture 40% of the time.
• Students retain 70% of the information in the 1st 10 minutes of a lecture but only 20% in the last 10 minutes.
• 4 months after taking an introductory psychology course, students know only 8% more than students who had never taken the course.
(Meyers and Jones, 1993)
What’s the Big Idea?
What’s the Big Idea?
Worth being familiar with
Important to know & do
Big Ideas & Core Tasks
All the disciplinary content we have to leave out for now…
What’s the Big Idea?
So Let’s Work Backward…
• Designing Around Big Ideas (aka essential questions)– Have enduring value beyond the classroom – Points to ideas at the heart of expert
understanding– Makes meaning obvious to the learner– Helps prioritize learning
And Get Started!
Concept Mapping the Big Ideas
Now It’s Your Turn
• Take the “big ideas” for your course that you have developed and think about the secondary concepts that are necessary to support these big ideas.
• Think about and draw the connections between big ideas and secondary concepts?
• What learning activities will best help students make these essential connections?
• Add to your brainstorming, refine.• Create draft of concept map for course.
Let’s Talk Tools
• Wonderfully Low Tech – http://BigSticky+Marker.you
Let’s Talk Tools
• Semi-Low Tech – Smart Art (Microsoft Office products)