|—||Brené Brown, PhD, LMSW, University of Houston: Graduate College of Social Work|
|—||Malcolm Gladwell, Blink|
While this strategy was originally created with public school / high school teaching in mind, moving away from the “Sage on the Stage” model of teaching works really well in the post-secondary classroom. Adult students require increased autonomy in their learning and bring rich life experience to the course. It has been my experience that when you give students the opportunity to actively contribute to the learning in the classroom, there is increased buy-in, their is increased excitement and enjoyment in the course, and their is an increased possibility that students will have a transformational learning experience.
- The Professor’s Apprentice
The basics of engaging students. People talk about all these fancy strategies for student engagement and inclusion, but it’s pretty simple - just talk less. If you do, amazing things will happen. You’ll realize you like your students more than you thought you did. Your students will like you more than they thought they did. They will like coming to class. They will stop you in the hallway to say hi. They will do their homework more often, and with more quality. They will tell other teachers that they like you. You will like your job more. And you’ll find that the inverse of this graph is also true: the more they talk the less bored you will be.
Give them some control over what to study. Put them in front of the room. Ask them for help with rubrics. Have them write your tests. Bring in an expert. Have them interview each other. Have a seminar — but whatever you do, for pete’s sake, talk less.
It is not about either or, it is about the multitude of possibilities that exist within any given situation. It is about choice and it is about how you perceive your ability to choose. It is also about clarifying: What does having it all mean to you?
1. Having perspective about my values will shift my understanding of myself.
2. Choice is what makes change happen.
3. Fear is:
1. Our values are connected to our life purpose.
2. The gold in who we are often resides in our own oddities. At our most authentic we are fully embracing the parts of ourselves that set us a part from other people.
Suzuki Roshi, Zen Mind, Beginner’s Mind
This is what I learned today.
1. A Glimpse Into A Mobile Learning Future: The iPhone has allowed us to clearly peer in our learning future, and that future is mobile. The only limitation will be that processing power, storage and software will improve faster than our ability to re-engineer learning tools around the mobile form factor. What would an LMS (learning management system) designed from scratch for Apple’s iOS and Google’s Android look like? Can we imagine virtual synchronous classroom/meeting tools such as Adobe Connect and Blackboard Collaborate look like with a native mobile design?). The iPhone screen seems plenty big enough, the rate-limiting step of the iPhone as a learning platform seems to be the keyboard. Mobile devices are great for content consumption, not so wonderful for creation (and education depends on creation). Despite the challenges, it seems clear that the ubiquitousness nature (always with us, always connected) of the iPhone type device will make mobile the primary platform for 21st century learning. We are evolving to a place where our mobiles are extensions of ourselves, our outboard brains and always at hand communications and entertainment devices. Where gaming and social media and communication go, education will soon follow.
2. The Apps vs. Browser Debate: To a great and growing extent education is already mediated through technology. We interact with our fellow students, professors, and course content via software. This software is moving from our computers to our smart phones (and tablets). The question is, how what form will this software take? Will it be delivered through the browser or an app? Perhaps the browser/app debate will soon fade, as native apps become web apps - simple shells around browser based content and data exchange. The desire to avoid the expense and complication of coding separate apps for each platform (iOS, Android) and for the Web is understandable. I’m unconvinced, however, that this approach will provide us with high quality mobile (and mobile educational) experiences. The gold standard for apps in my experience is the NYTimes and Amazon Kindle iPhone app. These apps are easy to navigate, sync automatically, and work offline. Reading a book with the Kindle app or news through the NYTimes app causes the device to recede into the background. I don’t know of any education app that performs as well as these two examples, and I have a hard time believing that when that app comes it will not be a native mobile app.
3. The Mobile Services Imperative: Every college and university feels the pressure to mobilize our web content. All the work we have done in the past 20 or so years to get our higher ed content and services to the web seems inadequate if this same content and services are not available for smart phones. Where we are going to get the resources to bring everything we do on the web to the mobile screen is a reasonable question. The web work will not go away (it will expand), and the pull to mobile will only get stronger. Will web sites designed with RWD (responsive web design) techniques be robust enough to perform on iPhones at the level that our students, faculty, staff, alumni, potential students expect? Can we avoid coding around native apps, and instead go with a write-once display everywhere web app strategy, allow us to move rapidly and cost-effectively enough into our mobile campus future?
4. Device Proliferation and Support Challenges: Campus technology services and campus applications now need to work with both computers and mobile devices. Do you have an easy way that your students, faculty and staff can get their iPhones on your secure wireless network, your printing and application authentication systems? What devices will you support in your student help desk? How far will you go to help your professors troubleshoot their mobile devices? What training, advice, and support will you offer instructors on incorporating mobile phones into teaching?
5. A BRIC Education Growth Roadmap: The BRICS are Brazil, Russia, India and China - they are the fast growing emerging economies with huge populations and a rapidly increasing role in global trade, manufacturing, services and consumption. We could (and should) spend lots of time thinking about the opportunity to export US higher education to the BRICS, and to grow the footprint of our educational technology and educational publishing companies in these countries. As the action in higher education moves from the already wealthy to the growth economies (the BRICs and beyond … such as South Korea, Turkey, Mexico, Indonesia, and Nigeria), the mediating technology will be the mobile device. The BRICS largely skipped over landline technology, jumping directly to cellular phones. The demand for educational services at every level will be way larger than traditional place based (campus based) institutions could ever provide. Education will be mobile. Campuses will still be built, but the great volume of educational interactions will take place on the mobile phone.
6. The Disappointment of Unrealized Mobile Education Potential: The final way that the iPhone has changed higher ed over the past 5 years is the degree to which the iPhone has not changed higher ed. The mobile education hype has outpaced the mobile education reality. Smart phone education applications and service continue to be an appendage to those designed for the web. We lag behind in delivering our students the course, library, and campus services and content that they want on their mobile devices. We have very little understanding of how we can incorporate these handheld mobile computers into our teaching. And from what I can tell, Apple, Google or Microsoft have not made education a core part of their long-term mobile strategies.
- Joshua Kim, Director of Learning and Technology for the Master of Health Care Delivery Science program at Dartmouth College
Read more: http://www.insidehighered.com/blogs/technology-and-learning/6-ways-iphone-changed-higher-ed#ixzz20F2YwMnH
Inside Higher Ed
“If there is a proud boast that can be made by any educated person, and it’s an awful word, it sounds so elitist, it sounds so smug, so self-satisfied, to describe oneself as ‘educated’. But if there is a proud boast that any of us can utter, as Cambridge graduates in my case, as Harvard graduates or undergraduates in your case, it is ‘I won’t be told. I will not be told. I will be shown, I will be inspired, I will be led. But I won’t be told.’”
- Stephen Fry, Awarded 2011 Lifetime Achievement Award from the Humanist Chaplaincy at Harvard University
Upon applying to Trent University a colleague of mine was at first denied acceptance. He is not the type of person to ever take no for an answer, so he wrote a strongly worded letter to the office of admissions and within a few weeks found himself accepted, enrolled, and on campus. Earlier this month he graduated with the highest mark in his discipline. The lesson here is to never take no for an answer. There is always a way to get a YES!
According to GOOD, when Lawrence Yong, a student at Granada Hills Charter High School in Los Angeles, realized he was one of thousands of students on the University of Michigan’s waitlist, he took a 21st century-style approach. Yong sent the school a YouTube link of him singing his heart out in a Michigan-flavored cover of the Jackson 5 classic “I Want You Back.” The video went viral and it worked: Yong got a spot in the 2012 freshman class.