Home » Posts tagged 'Michelle Pacansky-Brock'

Tag Archives: Michelle Pacansky-Brock

best practices for teaching with emerging technologies

61TRjxASiCL._SX331_BO1,204,203,200_.jpg

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/

humanizing online learning

As part of my research, I’ve stumbled across the work of Michelle Pacansky-Brock and what she calls “humanizing” online learning. She has created an infographic summarizing “How to Humanize Your Online Class“:

Humanize Infographic PDF.jpg

Pacansky-Brock’s work dovetails nicely with the work of Drs. Luke Wood, Frank Harris III, and Khalid White. In their book, Teaching Men of Color in the Community College (there’s also an online course with the same name), they stress teacher-student relationships that include positive messaging, authentic care, and intrusive interventions. They also point to the importance of high expectations and high support in the context of relevant content, critical reflection, collaboration, and performance monitoring. While that’s a lot to take in, I thought Michael Smedshammer’s approach in his Online Teaching Conference presentation, Five Ways to Leverage Your LMS to Improve Student Equity, put it succinctly: “Put relationships before pedagogy” and use “intrusive pedagogy.”

For me, this means it’s the teacher’s responsibility to reach out to our students. We cannot just offer to meet with students or put the invitation out there. We need to schedule times with our students and seek them out if they don’t show up. This is especially important for those students who need the most help and may be most embarrassed to asked for it.

In my own experience as an online and hybrid teacher building the relationships is the most difficult part, particularly because it’s one of the strengths I bring to my face-to-face classroom. Online and hybrid instructors typically see our students much less often than our in-the-classroom colleagues. We have to create human presence through the internet. When I started teaching online, I not only didn’t know how to be “present” remotely, I wasn’t very comfortable with trying. It felt completely alien and weird and the opposite of personal. I had to learn to get over myself. No matter how accomplished I was in the classroom, I had to adapt to the new environment. I had to get out of my comfort zone and do the things that my students needed. The resulting experiments have not been perfect, but I’ve learned a lot.

Here’s some concrete ways you can make your presence more real for your students online. You can use these to show who you are and to demonstrate your passion for your subject and for teaching. (Many of these ideas are gleaned from Pacansky-Brock and Smedshammer, as well as Fabiola Torres):

  • Embed video of yourself in your syllabus
  • Use icebreakers
  • Offer online office hours using Zoom or Google Hangouts
  • Use a texting service like Remind:
    Email is old-fashioned. There’s no better way to reach your students than on their phones. I now require my online and hybrid students to sign up to receive texts from me. Even though I give them the option to talk to me about why they don’t want to get those texts, not one student has asked to get out of the requirement. Far from being intrusive, most students seem to appreciate my texts and see it as sign that I care about their success.
  • Post weekly or more frequent videos in your course:
    Encourage students and let them see your normal or even geeky self. Torres calls these “learning nudges.” You can use QuickTime or iMovie or any number of other applications.
  • Respond to student work with a video — this is really easy inside Canvas. There should be a button to press under the box for assignment comments that allows you record and post a private video right inside the LMS.

 

%d bloggers like this: