June 28, 2014, 9:57 am
On Twitter this week, someone sent out a link to this survey from the NCTM asking users to submit their ideas for “grand challenges” for mathematics education in the coming years. I forget the precise definition and parameters for a “grand challenge” and I can’t go back to the beginning of the survey now that I’ve completed it, but the gist is that a grand challenge should be “extremely difficult but doable”, should make a positive impact on a large group of mathematics students, and should be grounded in sound pedagogical research.
To that list of parameters, I added that the result of any grand challenge should include a set of free, open-source materials or freely-available research studies that anyone can obtain and use without having to subscribe to a journal, belong to a particular institution, or use a particular brand of published curricula. In other words, one…
June 13, 2014, 2:40 pm
This article, “The Case for Banning Laptops in the Classroom”, written by Dan Rockmore for The New Yorker, has been getting considerable airtime on social media this week. As a classroom instructor I can certainly attest to the power of technology to distract and interfere with student learning. But I had three issues with the “case” being made.
1. Because the headline focuses on banning laptops from the classroom, it’s easy to miss this very important point made in the article:
These examples [of how learning is negatively affected by the presence of technology] can be seen as the progeny of an ill-conceived union of twenty-first-century tools (computers, tablets, smartphones) with nineteenth-century modalities (lectures). I’m not discussing the “flipped classroom,” wherein lectures are accessed outside of class on digital devices and the classroom is used as a…
June 5, 2014, 8:00 pm
I have been spending this week at Lenoir-Rhyne University in Hickory, North Carolina as a plenary speaker and instructional faculty at the Teaching and Learning Institute of the Appalachian College Association. This is the second year in a row I’ve been at the TLI as a plenary speaker and staff member, and I’m honored to have been asked back, and it’s been a great week. I’ll have more to say about the TLI in upcoming posts.
For now, though, I wanted to share another thing I did this week, which was to give a talk to the faculty at Ecole Centrale Paris, one of the foremost technical universities in France on the flipped classroom. I was able to be in two places at the same time because the talk to ECP was given via pre-recorded video. That talk was given at the same time as my plenary talk at Lenoir-Rhyne, in fact! Is there a prize for this?
The talk was titled, “Four Things I…
May 19, 2014, 12:25 pm
Right now I’m preparing for a talk I’m giving next month, in which I’ll be speaking on using technology to connect students, faculty and institutions to the fundamentally human activities of learning and growth. Of those three groups – students, faculty, and institutions – I’m finding it to be a lot easier to talk about students and faculty and their relationship to technology than it is to talk about institutions. I’m wondering: Why is that?
After all, people are messy – we are a combination of social backgrounds, economic statuses, geography, past learning experiences, attitudes, preconceptions and more. When we advocate for the “use of technology” in learning, this phrase has to take all of these aspects of each person involved into account. That’s what makes the “use of technology” hard – and it explains why simplistic applications of technology in…
May 16, 2014, 9:46 am
To continue the blog post series I’ve been doing (installments one, two, and three) that addresses skepticisms about flipped learning, I wanted to dip into something other than my own comment sections, and go to a general class of skepticisms I’ve heard when I do workshops. Those skepticisms involve technology. Specifically, although I’ve never heard a single formulation of this skepticism, there are two ways it can occur:
- I’m skeptical about the flipped classroom because implementing it requires technology, and not all students have access to the technology they need.
- I’m skeptical about the flipped classroom because implementing it requires technology, and I (the instructor) don’t have the time/inclination/skill to learn what I need.
As I’ll explain, I think it’s possible these are legitimate concerns, but they’re easily dealt with in a number of ways.
April 30, 2014, 12:49 pm
We’re currently looking at points of skepticism about flipped learning and the flipped classroom. In the last post, we discussed the issue of students objecting to the flipped classroom because it is nothing more than having students teach themselves the subject. My response to that was that flipped learning should never look like the instructor simply giving students reading to do and walking away; like any effective pedagogy, it should involve a partnership between student and instructor that focuses on crucial learning experiences in class, which under the flipped model is wide open for such experiences.
Here’s another point of skepticism brought up in an earlier discussion about flipped learning, and it’s related to the first one. As with last time, I am quoting directly from one of the comments on an even earlier post:
I work at a community college. Many students are there…
April 28, 2014, 12:00 pm
I had to take a bit of a hiatus for the last two weeks to finish up the semester and to give and grade exams. Now that this is over, I wanted to come back and address some of the comments in these two posts. Specifically, many of those comments are principled skepticisms of flipped learning and the flipped classroom, and rather than bury my responses in an already crowded comment thread, I thought they deserved to be brought up point by point for discussion.
Here’s the first one to bring up, and it’s a tough one. This (and many of the other topics I’ll be bringing up) come directly from Manda Caine’s comment on one of those earlier posts. She said:
When my colleagues and I have [taught with a flipped classroom], students do not perceive that a professor is teaching them at all, so we have comments such as, “We could just do this at home” or “Why am I paying all this…
April 14, 2014, 2:57 pm
Back in January I posted an article calling for an end to unsolicited review copies of textbooks being sent to professors. Interestingly, on Reddit a student at my university who works for the mail services department did an AMA, and I had the chance to ask: What kind of impact does it make on the university, from an infrastructure or mail services point of view, to have all these unsolicited books being sent in? Keep in mind that we’re a public university of 24,000 students and lots and lots of faculty. Here are some highlights from his response, which I thought was pretty interesting though not totally surprising:
Ugh, I HATE those! Nobody wants them, nobody asks for them, and they take up valuable space in our truck and our holding area.
As far as the cost it passes onto us, it’s definitely hard to quantify, but I can tell you all the different ways we waste time on those…