The Paradigm Shift

Last gasps of the old education

Personalized learning, Flipped classroom, video watching: Last gasps of the Old education 

The battle is the classic one:

Should education focus on process (e.g., helping children to learn how to learn)
or
should education focus on content (e.g., there is a corpus of stuff that needs to be known).

The promoters of "education as acquiring stuff" have triumphed ... so far.
No surprise: modern technologies are used in service of "education as acquiring stuff." 

• Online/blended learning

Students watch video lectures, take multiple choice tests, and after correctly answering seven of 10 multiple choice questions that prove mastery, move on to watch more video lectures.
Flipped classrooms have learners watch or study  presentations or  video, lectures at home instead of listening to the lectures at school then use class time to assess the learning.

• Personalized learning -  Adaptive Instruction

Using tablets instead of desktops  presents information to a student, tests the student's acquisition of that information, and presents new information based on the student's performance.

LO repositories
a repository of videos on core content that can be accessed by students 24/7

But, the "education as acquiring stuff" model is broken.

The hordes of job hunters here in the United States are the proof that education is not preparing students — our children — for the economic realities of the global marketplace:

"The youth unemployment rate was 16.1 percent in April 2013 for those between the ages of 16 and 24, according to the Bureau of Labor Statistics. For the 16 to 19 age group, the seasonally-adjusted unemployment rate was 24.1 percent; for those ages 20 to 24, it was 13.1 percent." From Governing. 

Social learning, inquiry learning, just-in-time learning, and yes, learning-by-doing, will become the dominant pedagogies.

The focus must be on process, must be on skills such as the 4Cs (Critical thinking, Communication, Collaboration, Creativity).

Why? Because the kids today need to be prepared to move from job to job — to jobs that haven’t been invented yet.

Singapore’s Ministry of Education and its enlightened educators are trying to use modern, mobile technologies to support inquiry learning. We are excited and honored that our mobile-based suite of educational apps are playing a role in school transformations there.

Personalized instruction, flipped classrooms, video watching, etc., etc. are the last gasps of the old, "education as acquiring stuff" model; they are attempts at putting a patina of new on an old, outmoded, broken and ultimately ineffective educational model.

We can’t end on a downer note; we truly believe that an Inflection Point — a dramatic change — in education is just around the corner!

taken from  The Journal transforming education through technology

7 Skills Students need for the future

Dr. Tony Wagner, co-director of Harvard's Change Leadership Group has identified what he calls a "global achievement gap," which is the leap between what even our best schools are teaching, and the must-have skills of the future:

* Critical thinking and problem-solving
* Collaboration across networks and leading by influence
* Agility and adaptability
* Initiative and entrepreneurialism
* Effective oral and written communication
* Accessing and analyzing information
* Curiosity and imagination

http://youtu.be/NS2PqTTxFFc

He defines the "Global learning gap" 

Are we just teaching student's how to take test and promote memorization for test
 The millennium generation are differently motivated!

- They are tethered to the internet - Where having a bad day is having a slow internet connection.

THEY ARE USING THE INTERNET TO
- to socialize and extend friendships and learn from each other
- self directed exploratory learning
- tool for self expression- upload video, blogs, photos etc

Outside of school they are constantly connected-collaborative-creative- multi tasked and motivated.  Inside school their content is delivered through lectures and handouts. The traditional strategy of "sit and get" only engages  5% of their brains.

They have a different attitude toward authority - less fear and respect for adult authority-learn more form friends-  they crave coaching and mentoring from adults who do not talk down to them or talk at them -but engage them with a more mutual bases.

They need to make a difference- and intolerant of busy work.

How do we change?

1. Hold ourselves accountable for what matters most
-- College and work readiness assessment assesses - 4 skills - reading, writing, analytical reasoning, and critical thinking
 --Conduct  video taped focus groups- ask students and graduates "In what ways were you most and least prepared? "share  with faculty- incorporate the change

 2. Do the new work (The paradigm Shift) 
--  informational content is important but not enough
--  teach skills that matter most
--  use content to teach core competencies
--  identify how you are going to assess it

3. Do the work in new ways
-- Isolation is the enemy of improvement -- collaborate with other teachers other university to problem solve

21st Century Teaching

http://youtu.be/075aWDdZUlM

Are you engaging the student by having them

Validate Information
Synthesize information
leverage information
communicate information
collaborate with information
problem solving with information

Are their assignments and activities Relevant- Challenging- Meaningful- Powerful to the learning experience?

Learning is not a spectator sport.

"Students do not learn much by sitting in the class listening to teachers, memorizing prepackaged assignments and lectures, spitting out answers. They must talk about what they are learning, write about it, relate it to the past experiences, apply it to their daily lives. They must make what they learned part of themselves"  (Chickering and Gamson)

There are many different ways faculty can make use of class time.  

Describe the teaching strategies you have used in the class you teach most often.

Meet the class of 2015

For an instructor teaching an online course it is important for them to be able to communicate with their students.   In doing this you need to know your audience- the millennium student. -

Here is what Mr. Youth says about them

Meet the Class of 2015

http://youtu.be/x7yGkH9Q-hw


Their views of themselves and the world

1. They have the world at their finger tips (or thumbs)
2. They take the path of least resistance.
3. They are pros at using technology and expect information, answers and solutions to be delivered in real time.


Their priorities- school, family and friends
Core values- hard work, trust, privacy, modesty loyalty
Influencing events that shaped beliefs- market crash, 9/11, japan tsunami, apple innovation, facebook
Goals for 2015 - redefine myself, have new experience, Branch out socially
Vision- Positive influence on the world

They are "smart" leaners

1.Recognizes that she/he learns continuously wherever.
2.Wants quick access to solutions to problems/issues
3.Is happy to share what they know
4.Relies on a trusted network of friends and colleagues
5.Learns best with and from others
6.Keeps up to date with what is happening in his profession
7.Constantly strives to improve productivity
8.Thrives on autonomy

 Did you know?

http://www.sjbrooks-young.com/id221.html

They are connected, "smart", motivated and inventive?
So how would you communicate with and educate this type of student?

Does it change the way we

-learn
- teach
- interact
- do business and
- present ourselves professionally and personally?

You Bet!

30 Ways to use a Wiki

Wikis are an exceptionally useful tool for getting students more involved in curriculum. They’re ideal for encouraging participation, collaboration, and interaction.

Resource Creation

Using these ideas, your students can collaboratively create classroom valuables.

1. Virtual field trips: a field trip, and get your student to share images and information about the location.
2. Create presentations: Instead of using traditional presentation software, put presentations on a wiki.
3. Write a Wikibook: Collaboratively write a reference book that others can use.
4. Study guides: Ask students to create study guides for a specific part of the unit.
5. Readers’ guides: Create  readers’ guides to share their idea of the key issues covered in class.
6. Glossary: Get your class to create a glossary of terms adding definitions and images.
7. Class encyclopedia: Ask your class to create an "encyclopedia" on a topic, adding useful information that can be built upon through the years.
8. Create exploratory projects: If you’re teaching a new subject, ask your students to collect and share information in the wiki so that you can learn together.

Student Participation

Get your students involved.

9. Exam review: Encourage students to share review notes and other helpful pieces of information on your class wiki.
10. Peer review: Allow students to draft their papers in a wiki, then ask other students to comment it.
11. Student portfolios: Assign portfolio pages to each of your students, and allow them to display and discuss their work.

Group Projects

Allow wikis to facilitate group work

12. Group authoring: By asking groups to use central documents in a wiki, you can ensure that everyone’s documentation will be uniform.
13. Organize ideas: Allow group members to post their ideas in a wiki, and you’ll cut down on duplicate ideas, while at the same time allowing them to build upon the ideas.
14. Track projects: With wikis, it’s easy for students to see which tasks have been completed and which ones still need to be fulfilled.
15. Track participation: Assign a wiki page to a group project, and then individual pages for each student to show their participation.

Student Interaction

Get your students to work together

16. Collect data: Use central documents to make sure that data collection is uniform and easy to manage.
17. Mock-debate: Pit two class candidates against each other and perform a debate on your wiki.
18. Study buddy matching: Let students match themselves up into study buddy pairs.
19. Multi-author story: Start a creative writing unit, and get your students to write a short story together, each writing a small amount of the story.
20. Choose your own story: A twist on the multi-author story could be a choose differnt diagnosis of a patient  where each student branches out into a different path.
21. Share reviews: Post articles form journals, encouraging students to share what they thought  about them.

For the Classroom

Use your wiki to create spaces that are special to your class.

22. Classroom FAQ: Make it a class project to create an FAQ that will help new students and those that will come in years later.
23. Calendar: Create a calendar on the wiki and encourage students to add their own personally important dates.
24. Hall of fame: Highlight students’ exceptional achievements on the wiki.
25. Wiki usage policies: Encourage students to draft rules and policies for the class.

Community

Reach out to the community with e resources

26. Community FAQ: Ask students to create an FAQ for their community, then pass it on to your next group of students.

Other

Here are even more useful ways to improve your classroom interaction

27. Use wikis as a hub: Any time a student creates anything online, ask them to link to it or upload it to the wiki so that everyone can use it.
28. Make website creation easier for students: Using a wiki platform, students don’t have to worry about web design, so they can focus on content instead.
29. Track assignments: If you ask students to put their research on wikis, you can check in on their progress to make sure they’re on track
30. Teacher collaboration: Work with instructors to create course work

Working in groups online

Introduction to Group Work

Translating group work into the online environment can be a daunting task for instructors and students who are unsure how to overcome the logistical constraints of working together at a distance. Many students may come into online classes with a predisposition to work independently or they may have been burned in the past by poorly managed group work, making them less than eager to participate in group assignments.
With careful planning, student concerns can be overcome and group assignments can be effective learning activities for students in distance learning classes.

Benefits of using group work in an online course

Research studies show that there are several benefits to having students work in groups, even online.

• Students learn better when they have opportunities for collaboration (Millis, n.d.).
• Students tend to learn more material better and retain the information longer than when the same information is taught in different methods (St. Philip's College, 2005).
• Group members not only learn from their own individual efforts, but they also learn from the perspectives of the other members (Betz, 2005).

Types of Group Assignments

Assignment	Description
Panel Discussion	A panel/group of students is given a set of questions from which they prepare a group response.
Case Study	A group of students is given a narrative description of a problematic situation and then asked to identify or solve the problem.
Action Maze	A group of students is given a description of an incident that requires analysis and action. The students are then given a list of two to four alternative actions. As the students make decisions about what actions to take, they are directed further in the action maze to find out the consequences of their decisions and, perhaps, what the next set of alternative actions is. This activity is effective for teaching troubleshooting.
In-basket Exercise	This is a variation of the case study. A group of students is provided with an "in-basket" of documents or correspondence, such as reports, memos, emails, etc., some of which are important to the case and some of which are extraneous. The group is asked to identify or solve the problem. This activity is effective for practicing decision-making and priority setting.
Role Playing	A group of students is asked to take on the parts of characters in a representation of a real situation. It is similar to a case study, but with added character descriptions. This activity is effective for practicing managerial skills. It can be conducted either through synchronous tools (i.e. chat), e-mail lists, or the discussion forums.
Simulation	A group of students works on an artificial representation of real conditions that may be either computerized or in print form.
Critical Incident Technique	A group of students is given a very brief narrative of a problem or situation to which they must respond. They need to develop a team response to the situation, usually within a short amount of time, such as a week.
Students as Teachers	A group of students develops the presentation of a course topic for the rest of the class and poses one or more questions for class discussion.
Formal Debate	Students are divided into teams to present opposing viewpoints. Some may act as respondents or judges. This can be accomplished asynchronously through discussion forums or e-mail lists.
Writing Groups	Students present drafts of written assignments to one another for critique and then revise their drafts based on other student comments. Student groups for this activity should not be too large or students can be overwhelmed by the amount of materials to read. Students may also be reluctant about giving negative feedback to one another. This may be overcome by giving a grade for the quality of comments a student gives on other students' papers.
Group Projects	Student teams work on projects, such as writing research papers, creating PowerPoint presentations to be posted to the class, etc

Ground Rules for Managing Group Assignments

Regardless of what type of group work you assign, you and the students both need to actively manage the groups in order to ensure their success and make sure the group work is a valuable learning activity. Try implementing several of the tips listed below for managing student groups online.

Management Tips	Details
Make it clear to students why group work is being required.	This is particularly important since many students will prefer to work on their own. Explain why group interactions will further the course goals and objectives.
Form small groups that are balanced in knowledge and skills.	Groups of three are large enough to provide diversity of opinions, experiences, and learning styles, but not so large that individual members can successfully hide. . If you are concerned about letting them self-select, assign groups yourself, being sure to evenly distribute the weak and strong students.
Give clear instructions.	Provide clear and thorough details on what is expected of the groups and how they will be graded.
Allow groups to determine which communication tools they will use.	You can recommend communication tools to them, but ultimately let them decide what to use. Possible tools include for each group, e-mail, text chat,web conferencing, and phone. You can also set up group areas in BB where students can share files and a discussion forum.
Keep groups together long enough to establish positive working relationships.	Students need time to become acquainted with each other's strengths and to learn to support and coach one another. At least half a semester is recommended for groups to work together. They may work on several small group assignments or one large group assignment during that time.
Encourage team building.	Encourage groups to get to know each other and develop a group identity. You may require them to write a group charter, which includes contact information for each group member, an inventory of skills provided by members, learning goals for the group, ground rules for how the group will interact (i.e. meeting times, communication methods, roles, responsibilities), and suggestions for how the group will manage conflict.
Encourage groups to appoint a leader or coordinator.	The group leader keeps the group on task, coordinates team meetings, facilitates decisions, etc.
Monitor group progress.	Ask group leaders to report to you on the group's progress on a regular basis. Prompt groups that are not making progress quickly enough and offer guidance or intervention if they are not able to make progress.
Promote individual accountability.	A common misconception is that group work automatically leads to group grades. This is not true, as undifferentiated group grades for a single project can lead to inequity problems. Collect peer ratings of individual members and use the ratings to adjust the group assignment grades. When students know they will be rated by their group members, they will be motivated to more fully contribute to the group process.