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Michelle Pacansky-Brock had my attention from the first paragraph of the introduction, where – in response to comments like, “Students today are so unmotivated,” “Students today don’t care about anything but their grades,” and “Students today feel entitled and aren’t willing to work hard” – she asks, “Are our students the problem? Or is it our [higher education’s] instructional model?” By shifting the responsibility to us, teachers and colleges, she wins an ally with me.
The foundation of her work is the idea of moving from “teaching to learning,” a phrase taken from a 1995 article by Barr and Tagg that, in part, means students learn more when they are active participants in their learning, rather than passive listeners to their professors. In addition, Pacansky-Brock leverages John Medina’s Brain Rules, focusing on three that she believes are “relevant for 21st-century college educators”: exercise boosts brain power; sensory integration; vision trumps other senses.
Not only, she argues, can technology help make learning more “brain-friendly” through strategies like those, it’s also the language that today’s college student speaks. Citing numerous statistics – like, 85% of 18-29 year olds in the U.S. have a smart phone – Pacansky-Brock supports the idea that “’online’ is a culture to young people. Yet to most colleges, it is a delivery method.” In sum, teaching with emerging technologies makes sense on a lot of levels and most colleges are behind the curve.
What follows is mostly practical advice for getting on the technology bus, based in experience and experiment. As a classroom teacher at both community college and state university levels, Pacansky-Brock been willing to try a lot of things. Readers benefit by learning from both her successes and failures.
Chapter one discusses the basics of preparing your students for a participatory classroom that uses significant technological tools. Because “students are trained to expect” a hierarchical classroom environment, “when an instructor embarks upon an instructional model that assumes a flattened relationship between student and instructor, like the flipped model, the must be communicated and discussed so it’s clear to students.” They need to understand why you are doing what you’re doing and how the pieces fit together to create the community of learners that you are trying to create.
This first chapter also includes issues like classroom philosophy, community ground rules, student privacy, copyright in the electronic world, and even a bit on the linking versus embedding in your online materials. Chapter two spends more time on participatory pedagogy and some basic tools you can use to foster it. In chapter three, she spends time on the “essentials” – smartphone, webcam, microphone, screencasting software, online content hosting, and more. Chapter four goes into more detail about tools for creating compelling visual content, from infographics to video conferencing to a “liquid” syllabus. Chapter five delves into the tools for participatory learning, including social media, online bulletin boards, online meetings, digital polling, and more on content curation. Through it all, Pacansky-Brock shares what she does, elaborates other options, and discusses the pros and cons of both. Her ideas, tips, and stories make what might seem like a list of apps into something like an annotated bibliography.
The book’s last full chapter is an extended argument for the potential of the internet to innovate and create new and better learning opportunities for students. Pacansky-Brock advocates against using your college’s Learning Management System (LMS) and describes her own evolution on this topic:
When I started teaching online in an LMS, I was disappointed in the quality of the learning environment I had developed for my students and felt constrained by the features available to me. By experimenting with new tools, I discovered different ways of engaging my students and opportunities for being present in their learning. But I still felt the need to use an LMS, largely because of concerns about violating the license for the images included in the textbook I was using, as well as my (former) institution’s expectation for faculty to teach with institutionally supported technologies. I imagine many instructors can relate to that experience.
I certainly can. But there is more. The extensive use of the LMS in higher education, she writes, “may be contributing to a gap between the skills college graduates need and the skills they have.” The LMS provides privacy, control, and less distraction, but it cannot keep up with the speed and scale of innovation on the open internet. Using an LMS also prevents students from developing a professional web presence. In fact, content developed by students during the course disappears when the course is over – essentially, their work inside the LMS is disposable. Working in the open internet can motivate students to produce higher quality work, because after all, “the internet is forever.”
Pacansky-Brock does not think the internet is a panacea for educating students. She sees the advantages and disadvantages of learning through the internet and believes that technology can be used to make learning more human and more participatory. She is thoughtful and thought-provoking – as a teacher, I was constantly taking notes for my own classes, sparked by ideas and stories in the book. I will be referring to it frequently as I continue to refine my teaching practice.
You can find out more at: http://teachingwithemergingtech.com/