The document discusses the shift from the traditional "course era" model of education to a "post-course era" model that emphasizes experiential and participatory learning. It provides examples of implementing high-impact practices and participatory pedagogies in college courses. The post-course era focuses on aggregating, filtering, and connecting information and experiences rather than static course-based learning. This represents a shift towards learning environments that more closely resemble participatory online culture.

2. What’s the problem?

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

7. The Post-Course Era

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.

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

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

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

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

32. Holding Conversations

33. Online Conversation

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.)

36. Michael Smith & Ali Erkan, Ithaca College

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

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)

47. Networked research group

48. Networked research group Yahoo Pipes

49. Networked research group

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

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

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]