AGHE 2009 DISTINGUISHED TEACHER LECTURE

11

“Oldies but Goodies: How to Increase Student Engagement in Traditional and Interactive Television Courses on Adult

Development and Aging”

Laura K.M. Donorfio, Ph.D.Human Development & Family Studies

AGHE 2009 AGHE 2009 DISTINGUISHED TEACHER LECTUREDISTINGUISHED TEACHER LECTURE

University of ConnecticutUniversity of Connecticut

22

Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned

OVERVIEWOVERVIEW ““Model” Model” InteractiveInteractive

3

INTRODUCTIONSINTRODUCTIONS MeMe

Teaching 15 yearsTeaching 15 years Approximately 15 coursesApproximately 15 courses Class size 1 – 250 studentsClass size 1 – 250 students UndergraduateUndergraduate & Graduate& Graduate Independent Studies - Traditional - Independent Studies - Traditional - iTViTV Professional Training--Professional Training--

Group DynamicsGroup Dynamics Modification & AccommodationModification & Accommodation

You!You! Name, Teaching areaName, Teaching area What you hope to take away from What you hope to take away from today’s workshoptoday’s workshop

4


OVERVIEWOVERVIEW

5

1.1. Identify five engagement strategies Identify five engagement strategies that you can use in any course you that you can use in any course you teach.teach.

OBJECTIVESOBJECTIVES

2.2. Rank the risk—for you and for the Rank the risk—for you and for the students—associated with these students—associated with these engagement strategies.engagement strategies.

3.3. List the Barriers to implementing List the Barriers to implementing various engagement strategies.various engagement strategies.

4.4. Explain whether or not engagement Explain whether or not engagement needs to happen in a timely manner. needs to happen in a timely manner.

6


OVERVIEWOVERVIEW

7

Teaching PhilosophyTeaching Philosophy

Practical PedagogyPractical Pedagogy Basic Course KnowledgeBasic Course Knowledge

Applied Course Knowledge Applied Course Knowledge

Marry Up Practical Application With Marry Up Practical Application With Class Theory and MaterialClass Theory and Material

HOW I TEACH ABOUT MY CHOSEN TOPIC?HOW I TEACH ABOUT MY CHOSEN TOPIC?E

ngag

eme n

tE

ngag

eme n

t

88

PRACTICAL PEDAGOGYPRACTICAL PEDAGOGY

http://itl.uconn.edu/mediadesign/services/video.htm

http://itl.uconn.edu/mediadesign/services/video.htm

9

Student engagement has become an Student engagement has become an essential aspect of meaningful essential aspect of meaningful learning. learning.

NSSE (2003) & CCSSE (2007) NSSE (2003) & CCSSE (2007) reports have shown that high levels reports have shown that high levels of engagement increase both of engagement increase both learning and retention.learning and retention.

Engagement strategies benefit both Engagement strategies benefit both the students and instructors. the students and instructors.

ENGAGEMENTENGAGEMENT

1010

ENGAGEMENT ENGAGEMENT ResearchResearch

BUT…research continues to report that traditional lecture modes still dominate college & university classrooms

““Learning is still very much a Learning is still very much a Spectator sport in which faculty Spectator sport in which faculty Talk dominates and where fewTalk dominates and where fewStudents actively participate.”Students actively participate.”

--V. Tinto (2002)--V. Tinto (2002)


Passive Learning Passive Learning

My

Dev

e lop

men

tM

y D

e vel

o pm

e nt

Stage 1

12

ENGAGMENTENGAGMENT

What’s the difference?What’s the difference?

Passive LearningPassive Learning

Definition:Definition: Students passively Students passively take information/material intake information/material in

Examples:Examples: Presentation of Presentation of information/material, information/material,

connections to content, written connections to content, written feedback on assignmentsfeedback on assignments



Active LearningActive Learning

My

Dev

e lop

men

tM

y D

e vel

o pm

e nt

Stage 2

14


Definition:Definition: Students participate Students participate in the learning process as in the learning process as

opposed to passively taking it inopposed to passively taking it in

Examples:Examples: Minute paper, mind Minute paper, mind map, muddiest point, open map, muddiest point, open

discussion, problem solving, discussion, problem solving, field tripsfield trips

ENGAGMENTENGAGMENT




Collaborative-Collaborative-BasedBased

LearningLearningMy

Dev

e lop

men

tM

y D

e vel

o pm

e nt

Stage 3

16

Collaborative-Based LearningCollaborative-Based Learning

Definition:Definition: A subset of active A subset of active learning involving interaction with learning involving interaction with

others – students, instructors, others – students, instructors, and/or communityand/or community

Examples:Examples: Wikis, group project, Wikis, group project, team debate, pair & share, team debate, pair & share,

service learningservice learning

ENGAGMENTENGAGMENT

17

Write down three activities/ Write down three activities/ strategies that you do to strategies that you do to engage your students and engage your students and label them as passive, active, label them as passive, active, or collaborative-based.or collaborative-based.

Activity #1Activity #1

ENGAGMENTENGAGMENT

18


OVERVIEWOVERVIEW

19

HOW I DEVELOP MY COURSE(S)?HOW I DEVELOP MY COURSE(S)?

What variables play an What variables play an important role in the important role in the

development of your courses?development of your courses?


20

Connect with the Students Connect with the Students

Study Guides

Classroom Layout

Student Composition

Title or Name?

Accessibility

TEACHER TOOLS CLASS VARIABLES

Scavenger Hunts “Does Anyone Know?”

#1 Learning

ToolboxMental Homework

Humor

Experiential Exercise(s)

Comfort Level Hold Class Somewhere Else

Questions/Comments/Stories

“Top Ten Lists”Mind Maps

Speaker(s)/Panel

Field TripsMovie Night

Debates

Book/Article-of-the-Day

Field Experience/InternshipStudent “Lens”

Time of Day

Equipment Needed/Available

Course “Type” & Size

Self-Evaluation

“CONTEXUAL ENGAGMENT MODEL”

Laura K.M. Donorfio, Ph.D.

April 2007

Student Learning Styles Personality

Enthusiasm

Training (formal & informal)

Eye Contact / “Touch”

Subject Matter “Type”

Informal (but could be formal)

Share Personhood / Open up to Class

“Play Dumb”

Food / Phone

“Take a Walk”

Smile

“How is EveryoneToday?”

21

““TEACHER VARIABLES”TEACHER VARIABLES”

Self-EvaluationSelf-Evaluation

PersonalityPersonality

EnthusiasmEnthusiasm

SmileSmile

Training (formal & informal)Training (formal & informal)

““How is EveryoneHow is EveryoneToday?”Today?”

HumorHumor

““Play Dumb”Play Dumb”Comfort LevelComfort Level

Title or Name?Title or Name?Informal (but could be formal)Informal (but could be formal)

Share Personhood / Share Personhood / Open up to ClassOpen up to Class

Accessibility Accessibility (email/cell)(email/cell)

Student “Lens”Student “Lens”

Eye Contact / “Touch”Eye Contact / “Touch”

22

““CLASS VARIABLES”CLASS VARIABLES”

““Take a Walk”Take a Walk”

Food / PhoneFood / Phone

Subject Matter “Type”Subject Matter “Type”

Equipment Equipment Needed/AvailableNeeded/Available

Course “Format” Course “Format” & Size& Size

Time of Day

Classroom LayoutClassroom Layout

Student Learning Student Learning StylesStyles

Student CompositionStudent Composition

23

““TOOLS”TOOLS”““Top Ten Lists”Top Ten Lists”

Mind MapsMind MapsScavenger Hunts Scavenger Hunts “Does Anyone Know?”“Does Anyone Know?”

Speaker(s)/PanelSpeaker(s)/Panel Movie NightMovie Night

Field TripsField TripsDebatesDebates

Experiential Exercise(s)Experiential Exercise(s)

Hold Class Hold Class Somewhere ElseSomewhere Else

#1 Learning#1 Learning

Mental HomeworkMental Homework

ToolboxToolbox

Questions/Comments/StoriesQuestions/Comments/Stories

Book/Article-of-the-DayBook/Article-of-the-Day

Study GuidesStudy Guides

Internship/Service LearningInternship/Service Learning

Semester Q’sSemester Q’s

SyllabusSyllabus

24

WHAT MATTERS MOST TO STUDENTS?WHAT MATTERS MOST TO STUDENTS?

What attributes most strongly What attributes most strongly contribute to student learning?contribute to student learning?

1.1. Faculty attitude & behaviorFaculty attitude & behavior

ResearchResearch

Passion for MaterialPassion for Material ApproachabilityApproachability Ability to ChallengeAbility to Challenge Sense of HumorSense of Humor

2.2. Physical classroomPhysical classroom

25


OVERVIEWOVERVIEW

2626

TOPICS I FOCUS ON?TOPICS I FOCUS ON?

1.1. SYLLABUSSYLLABUS – structure & assignments – structure & assignments2.2. Any topic(s) not on syllabus?Any topic(s) not on syllabus?

3.3. Help students identify what they want Help students identify what they want to get out of the classto get out of the class

What do They Want out of Class?What do They Want out of Class? Class session 1 = Time 1Class session 1 = Time 1 Different Intervals = Time 2, etc.Different Intervals = Time 2, etc.

Rev

alua

teR

eval

uate

Relate to MajorRelate to Major Relate to Real WorldRelate to Real World

27


OVERVIEWOVERVIEW

2828

CLASSROOM ACTIVITIES & EXERCISESCLASSROOM ACTIVITIES & EXERCISES What are the What are the barriersbarriers? ?

Class sizeClass size Limited class timeLimited class time Subject matterSubject matter Increased prep timeIncreased prep time Impact on teacher Impact on teacher evaluationevaluation University cultureUniversity culture Risk – each activity is uniqueRisk – each activity is unique

29

Defining Defining riskrisk? ? Discomfort for teacher or studentDiscomfort for teacher or student Vulnerability for teacher or studentVulnerability for teacher or student ?? ?? ?? ?? ?? ??

CLASSROOM ACTIVITIES & EXERCISESCLASSROOM ACTIVITIES & EXERCISES

RISK CONTINUUMS RISK CONTINUUMS

Engagement strategies themselvesEngagement strategies themselves exist on a risk continuum from… exist on a risk continuum from…

LowLow HighHighMaking eye contactMaking eye contactPollingPollingHumorHumorOne-minute papersOne-minute papersBrainstormingBrainstormingConcept mapsConcept mapsProviding study guidesProviding study guides

ClickersClickersRole playingRole playingGroup activitiesGroup activitiesSpeakersSpeakersFieldtripsFieldtripsStudents present workStudents present workBlackboardsBlackboards

Technology?Technology?

Order your engagement strategies on Order your engagement strategies on a risk continuum from low to high.a risk continuum from low to high.

Activity #3Activity #3RISK CONTINUUMS RISK CONTINUUMS

What Does Your Risk Continuum Look Like?What Does Your Risk Continuum Look Like?

LowLow HighHigh

TeacherTeacher StudentStudent

Where would your activities Where would your activities fall on the student’s risk fall on the student’s risk

continuum? continuum?

Have you thought about the risk involved Have you thought about the risk involved for the students?for the students?

RISK CONTINUUMS RISK CONTINUUMS

DIFFERENT PERSPECTIVES?DIFFERENT PERSPECTIVES?

DIFFERENT PERSPECTIVES?DIFFERENT PERSPECTIVES?

DIFFERENT PERSPECTIVESDIFFERENT PERSPECTIVES

Student Risk Continuum

Teacher Risk Continuum

Low High

Paired-Samples t Test: Statistically Significant

What Does Your Risk Continuum Look Like?What Does Your Risk Continuum Look Like?

LowLow HighHigh

Teacher

Student Where would your activities fall Where would your activities fall on the student’s risk continuum?on the student’s risk continuum?


Thoughts triggered by activity?Thoughts triggered by activity?

ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM

Low High

2. Tool Box

3. Top Ten Lists

4. Humor

Activities & Exercises ranked at student level

1. Book of the Day

HUMORHUMOR—DID YOU EVER WONDER?—DID YOU EVER WONDER?


Low High

2. Tool Box

3. Top Ten Lists

4. Humor

5. Mind Maps


1. Book of the Day

MIND MAPMIND MAP

Impact of Aging

Bloomers on Society?

Road Structure

Policy/Law Reform

Transportation

Caregiving

Euthanasia

Family Structure

Older Workforce

Young & Old Competingfor Resources

Social Security

Healthcare

Housing Needs

Leisure Activities

Assisted Living


Low High

2. Tool Box

3. Top Ten Lists

4. Humor

6. Mix it Up!

5. Mind Maps


1. Book of the Day

““Trick students into learning without them knowing.”Trick students into learning without them knowing.”

Class Class

TimeTime

lecture & lecture & discussiondiscussion

speaker(s)speaker(s)

class class exerciseexercise How Do How Do

You Spend You Spend Your Your

Time?Time?book of book of dayday

MIX IT UP!MIX IT UP!


Low High

2. Tool Box

3. Top Ten Lists

7. Media Clips, Video

4. Humor

6. Mix it Up!

5. Mind Maps


1. Book of the Day

DEFINING ENGAGEMENT STRATEGIESDEFINING ENGAGEMENT STRATEGIES

Laura extract #1.mov


Low High

2. Tool Box

3. Top Ten Lists


4. Humor

6. Mix it Up!

5. Mind Maps

8. Props


1. Book of the Day

PROPS!PROPS!


Low High

2. Tool Box

3. Top Ten Lists


4. Humor

6. Mix it Up!

9. Student Goals5. Mind Maps

8. Props

10. Inside Out!


1. Book of the Day

INSIDE OUT!INSIDE OUT!

As Gubrium and Holstein (2000) point out in their analysis of social gerontology, the perspective that is often neglected is that of the “everyday life of older people.” –p.3

“It was the way she brought in real people to show us.”

WHAT STUDENTS LIKED THE MOST?WHAT STUDENTS LIKED THE MOST?

Rank each item in order of how engaged in Rank each item in order of how engaged in the material each helped you be (14 the material each helped you be (14 strategies listed): strategies listed):

1.1. PowerPoint'sPowerPoint's 100%100%2.2. LecturesLectures 94.7%94.7%3.3. Guest SpeakersGuest Speakers 92.1%92.1%

“Guest speakers. They taught me that it is okay to get old and age.”

“The guest speakers helped me to better understand what aging is like for a person experiencing it.”


OVERVIEWOVERVIEW

5151

PROBLEMS I HAVE ENCOUNTEREDPROBLEMS I HAVE ENCOUNTERED

1.1. ContentContent AgeismAgeism What the heck is old? 50? 60? 70?What the heck is old? 50? 60? 70? Lack of excitabilityLack of excitability How does it apply to them?How does it apply to them? Can it be positive? Can it be positive? Lack of personal connectionsLack of personal connections Sensitivity of physical decline & lossSensitivity of physical decline & loss Engagement issuesEngagement issues2.2. Converting Course to iTVConverting Course to iTV

52Distance Education & Interactive Television

PROBLEMS I HAVE ENCOUNTEREDPROBLEMS I HAVE ENCOUNTERED

53

QUESTIONS, QUESTIONS, …QUESTIONS, QUESTIONS, …

How do I teach an iTV course?

How do I deliver a course at a distance?

How do I engage the students?

What will work?What won’t work?

54


OVERVIEWOVERVIEW

Laura Donorfio - iTV

COME TAKE A PEEK…COME TAKE A PEEK…

“It is a three-ring circus.”

Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition

How would you make the How would you make the transition? transition?

How would you get the How would you get the students involved / engaged?students involved / engaged?

ActivityActivity #5#5

COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT

COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT

COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT Course Platform Course Platform

face-to-face contact / rotateface-to-face contact / rotate On-line course management toolOn-line course management tool AvailabilityAvailability Handpicked TA at each siteHandpicked TA at each site Weekly PowerPoint'sWeekly PowerPoint's TrainingTraining

technologytechnology equipmentequipment practice sessionspractice sessions

Distance Learning Handbook Distance Learning Handbook

ADJUSTMENTS?ADJUSTMENTS?

1.1. In-class activitiesIn-class activities2.2. Out-of-class activitiesOut-of-class activities3.3. TechnologyTechnology4.4. Student comfort with technologyStudent comfort with technology5.5. Student comfort with HuskyCTStudent comfort with HuskyCT6.6. Students comfort being at a site Students comfort being at a site

without facultywithout faculty

Course taught 4x’sCourse taught 4x’s On-line surveys: formative & summativeOn-line surveys: formative & summative

STUDENT FEEDBACKSTUDENT FEEDBACK Teacher evaluationsTeacher evaluations

2004: 9.62004: 9.6 TraditionalTraditional 2006: 9.6; 9.6; 9.42006: 9.6; 9.6; 9.4 iTViTV 2007: 9.5, 9.7, 9.72007: 9.5, 9.7, 9.7 iTViTV 2008: 9.7, 9.7, 9.42008: 9.7, 9.7, 9.4 iTViTV“I like the distance learning classroom. To me, it was no different than a regular classroom. I feel equally engaged in each.”

“I feel that I was given more resources to learn, lecture, PowerPoint and activities, than other classes. I was more involved.”

62


OVERVIEWOVERVIEW

6363

ASSIGNMENTS I GIVEASSIGNMENTS I GIVE For Both Traditional & iTV For Both Traditional & iTV

Experiential ReportsExperiential Reports DebatesDebates Scavenger HuntsScavenger Hunts Personal Interviews of individuals Personal Interviews of individuals

related to lecture topicsrelated to lecture topics Book Report (encourage creativity)Book Report (encourage creativity) Field TripsField Trips

Being Developed…Being Developed… iTV & Service LearningiTV & Service Learning

64


OVERVIEWOVERVIEW

Designing (redesigning) courseDesigning (redesigning) course Some factors stay constant—objectives, Some factors stay constant—objectives, who delivers it, studentswho delivers it, students Situational factors change – “Contextual Situational factors change – “Contextual picture”picture” If designed well, delivery can be changed If designed well, delivery can be changed to achieve success for teacher and studentto achieve success for teacher and student

LESSONS LEARNEDLESSONS LEARNED #1

66

ENGAGEMENT—WHOSE RESPONSIBILITY?ENGAGEMENT—WHOSE RESPONSIBILITY?

Faculty Faculty AttitudeAttitude Belief systemBelief system ImportantImportant Risk taking Risk taking

StudentsStudents Need to see the valueNeed to see the value Have to be willing to Have to be willing to engageengage Risk takingRisk taking

BOTHBOTH


67

““Can engagement go unnoticed with Can engagement go unnoticed with respect to time, place, space, and respect to time, place, space, and

reaction?”reaction?”

Objective 4:Objective 4: Explain whether Explain whether or not engagement needs to or not engagement needs to happen in a timely manner. happen in a timely manner.


68

““Almost never do teachers know exactly Almost never do teachers know exactly how their words, or actions, affect how their words, or actions, affect students… From my perspective the students… From my perspective the handling that I accomplished so handling that I accomplished so memorably did not occur. From her point memorably did not occur. From her point of view, an offhand remark of mine must of view, an offhand remark of mine must have seemed directed at her and have seemed directed at her and provoked thought that rolled through provoked thought that rolled through years.”years.” Sam PickeringSam Pickering

Letter to a Teacher (2004)Letter to a Teacher (2004)

LESSONS LEARNEDLESSONS LEARNED

69

Add two additional engagement Add two additional engagement techniques to the next course you teach. techniques to the next course you teach.

TEACHING CHALLENGETEACHING CHALLENGE

LowLow HighHigh

Teacher

Student

#1

#2

7070

QUESTIONS & ANSWERSQUESTIONS & ANSWERS

[email protected]

mailto:[email protected]

Documents

AGHE 2009 DISTINGUISHED TEACHER LECTURE