During this session, Dr. Mark Ciampa, Ph.D., Western Kentucky University, discussed the impactful forces changing the field of education. Participants learned not only strategies and techniques that can be used to engage your entire class, but also how to manage disengagement and thereby create opportunities for learning. The way our new technology solution, MindTap, which is a personal learning experience, can address the diversity within your class – helping you appeal to all the students on your roster were also discussed. Participants left with inventive new ideas for teaching your course that you can immediately implement into your classroom!
Cengage Learning Webinar, MindTap, Changes in Education and Managing Disengagement
1. Changes in Education &
Managing Disengagement
Dr. Mark Ciampa
Western Kentucky University
mark.ciampa@wku.edu
2. Changes in Education &
Managing Disengagement
Do you find it challenging to engage
your students?
Are you looking for new ways to
implement digital learning into your
classroom?
This discussion is about impactful forces
changing the field of education
2
3. Changes in Education &
Managing Disengagement
Strategies and techniques that
can be used to engage your
entire class
How to manage disengagement
Create opportunities for
learning
3
4. Agenda
Characteristics of today’s
students
New approaches to teaching
and learning
Technology tools that can
address disengagement
MindTap personal learning tool4
5. Changes in Education &
Managing Disengagement
Characteristics of Today’s
Students
6. Generation On a Tightrope
Levine, A., & Dean, D. (2012). Generation on
a tightrope: A portrait of today’s college
students. San Francisco: Jossey-Bass
Uses surveys of 5,000 students and college
officials from 270 diverse schools, plus
interviews from campus visits and other data
Characterize today’s college students as
confounded by a series of contradictions
6
7. Contradictions
Coming of age in deepest recession in 70
years—yet eager for same economic
opportunities as parents
In a hurry to be grownups—but more
dependent on their parents than any modern
generation
Aspire to be global citizens—but ignorant of
other cultures
Always in touch electronically—yet hampered
in face-to-face communication
7
9. Life-Defining Moments
1. The advent of digital
culture
2. The economic downturn
3. 9/11
4. The election of President
Obama 9
10. General Characteristics
Much more pragmatic
Deal with diversity better than any
generation before them
Very optimistic about their personal
futures but almost equally pessimistic
about the future of the country
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11. General Characteristics
Great fear of failure: ‖This is a
generation that was not allowed to skin
their knees.‖
Think very highly of their abilities
Received awards and applause for
everything they did: most improved
Mini-Kicker dribbler to best Suzuki violin
player with a mother named ―Susan‖
Expect to continue to receive accolades11
12. Grade Inflation
This expectation of accolades reinforced
by grade inflation
41% have average grades of A- or
higher (7% in 1969)
9% have grades of C or less (25% in
1969)
45% have taken remedial courses
60% say their grades ―understate the
true quality of my work‖ 12
13. Parents
41% text, e-mail, call or visit their parents at
least daily (19% do 3+ times per day)
27% asked parents to intervene in problems
with professors or employers
Students who say have heroes most often
name their parents as their heroes
―Biggest change on campus since 2001 is
parent involvement–sometimes intrusion–on
campus,‖ say administrators
13
14. Parents
Mother #1 called 15 times in one
afternoon, all the way up to the
president, when her son had trouble with his
wireless connection
Mother #2 complained that when assigning
roommates school should also match the
parents to ensure ―other mother is of the
same culture I am so we can support each
other‖
Mother #3 told Dean’s Office her son was too
busy to meet with the dean but ―she would14
15. Technology
Technology defines these students
Extremely connected yet isolated: have
24/7 contact with friends & family by
social media—but only 1 out of 3 attend
monthly college social/community event
Connectedness/isolation contradiction
results in weak interpersonal
skills, face-to-face communication
skills, problem-solving skills 15
16. Technology
Result is an easily distracted generation
with short attention spans
Students accustomed finding quick
answers with few clicks; likely to give
up when cannot find easy answer
Indirect evidence that technology can
affect behavior because of heavy
stimulation and rapid shifts in attention
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17. Practical Advice
Because short attention spans teachers
must work harder to capture and hold
students’ attention
Teachers should focus on developing
Critical thinking skills
Creativity
Continuous learning
Need to deal with the fast-changing
nature of knowledge and technology 17
18. Practical Advice
Must change how teach digital natives
Use
calendars, locations, pedagogies, and
learning materials consistent with ways
students learn
Brick campuses emphasize
enriching, expediting, expanding and
supplementing face-to-face education
with enhanced instruction and 18
19. Changes in Education &
Managing Disengagement
New Approaches To Teaching
and Learning
20. Flipped Classroom
A reversed teaching model
Delivers core instruction outside class
through online interactive material
Moves homework into the classroom
Students can ask questions and work
through problems with guidance of
teachers and support of their peers
Create a more collaborative learning
environment 20
22. Flipped Classroom
Short video lectures are viewed by
students outside class
Video lectures either created by
instructor online or selected from an
online repository (massive open online
course or MOOC)
In-class time is devoted to
exercises, projects, discussions
22
23. Flipped Classroom
―Repurposing class time into workshop‖
Students can ask about lecture
content, test skills in applying
knowledge, and interact with one
another in hands-on activities
During class sessions instructors
function as coach/advisor, assisting
students in individual inquiry or
collaborative effort 23
24. Outside Classroom
Students view multiple lectures of 5-7
minutes with online assessment to test
what students have learned
Immediate feedback and ability to rerun
lecture segments may help clarify points
of confusion
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25. Inside Classroom
Instructors become on-site experts
May lead in-class discussion
Could organize students into ad hoc
workgroup to solve a problem that
several are struggling to understand
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26. Challenges
An easy model to get wrong
Requires careful preparation (recording
lectures, coordinating inside/outside)
Students must understand model and
be motivated to prepare for class
Because approach is radical change in
class dynamic, most instructors start
with only a few elements of flipped
model in a course 26
27. Challenges
Students accustomed to focusing on
lectures so skip in-class activities
Students may complain about loss of
live lectures, especially when feel
assigned videos available to anyone
online
Students may question what tuition
brings them that they could not have
gotten by surfing the Web. 27
28. Changes in Education &
Managing Disengagement
Technology Tools That Can
Address Disengagement
34. How To Vote via Twitter
1. Capitalization doesn’t matter, but spaces and spelling do
2. Since @poll is the first word, your followers will not receive this tweet
44. Evernote
Evernote tool for creating text, audio, and
image-based notes that live in the cloud
Capture anything - Save ideas, things you
like, things you hear, and things you see
Access anywhere - Evernote works with any
computer, phone and mobile device
Find things fast - Search by keyword, tag or
printed and handwritten text inside images
Can be difficult to actually browse through
notes, especially the older ones
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45. Bubble Browser
Way to explore Evernote notes
Bubble Browser displays information in visual
form, using shapes and colors instead of pure
text
Tags, notebooks and dates are presented as
color bubbles to show what’s most important
in every given context
Data from notes creates interactive
infographic
Can browse through notes and see how
―external brain‖ is structured! 45
46. Bubble Browser
Focus on bubbles
Multiple tiers of bubbles
Notebooks, Tags, and Creation Dates
Drill through relevant subcategories
for each one
Bubbles are a different size depending
on the number of notes they contain
Click on bubble to display notes that
meet that filter 46
51. Link-Time
Task & Time Organizing Portal for
Students
Differences in course delivery
methods, requirements, assignment/ass
essment types, and instructor styles
All students have Outlook email
accounts that also give access to
Microsoft’s SkyDrive and OneNote at no
additional cost
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52. Link-Time
Tool to create and manage a college
student’s academic life through
time/task management portal
Fully customizable for each student
Accessed and used both through a
computer and through mobile devices
Ryan Guffy, Western Kentucky
University
52
57. QR Codes
Modern version of answers being
written in the back of the book
Placing answers to questions online and
linking with QR codes, students can
attempt their own solutions before
using the code to review the correct
answer
Create codes online
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58. QR Codes
SquareTag
Create QR codes then configure app on
online SquareTag server
Affix QR code to gas cap of car
When scanned, form appears
Record price, gallons, odometer
SquareTag app analyze data and draw
graph of fuel usage
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60. Jing
Camtasia Studio – Video recording
and screen editing (high end)
Snagit – Capture images and
video, add video effects (medium
level)
Jing - Capture screen videos of
computer screen (low end)
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61. Jing
Select any window or region to
capture, mark up your screenshot with
a text box, arrow, highlight or picture
caption
―Record what you do‖
Select window/region to record to
capture everything that happens in that
area
Jing videos are limited to 5 minutes.
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62. Changes in Education &
Managing Disengagement
Questions & Comments?
Dr. Mark Ciampa
Western Kentucky University
mark.ciampa@wku.edu