Kill your PowerPoint and teach like a pirate

Report
RMIT
Kill your PowerPoint and teach like a pirate
James Arvanitakis
[email protected]
Twitter: jarvanitakis
0438454127
May 2013
Globalisation: A definition
“Globalisation may be thought of … as the widening,
deepening and speeding up of the worldwide
interconnectedness in all aspects of contemporary
social life, from the cultural to the criminal, the
financial to the spiritual.”
(Held et al 1999, p. 2).
– This definition recognises globalisation is multi-dimensional,
having width, breadth and depth.
– Another important aspect of this definition is that it
portrays globalisation as a process.
– As globalisation permeates different areas of society
Cont…
 The term globalisation reflects a perception that
the world is increasingly being moulded into a
shared social space
– The analogy: a butterfly flapping its wings in Tokyo
effects the weather patterns in Sydney.
– That is, developments in one region of the world can
have profound consequences on individuals or
communities on the other side of the globe
– Importantly, this is in ways that are difficult to know and
understand (linked with Chaos Theory)
– These effects can be cultural, economic or political as
well as environmental.
Chaos Theory
• We draw on chaos theory because it is the
study of nonlinear dynamics.
• That is, where seemingly random events are
actually related and a pattern emerges
• Think of the butterfly effect again…
Technology and Globalisation
• What is the link between globalisation and
technology?
• Blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah, blah,
blah, blah, blah, blah, blah, blah, blah….
Let’s stop and think
• What did the students learn?
• Did they ‘relate to‘ or ‘apply’ the concept?
• Did they have a chance to let this ‘sink in’
before we moved on?
• Let’s try again?
Today: Teach like a pirate
1. A changing environment
2. Teaching like a pirate (for example,
globalisation)
3. Beyond degrees to citizenship
PART 1… A CHANGING ENVIRONMENT
We are where newspapers
were 10 years ago…
A quick scan…
• Changing nature of the student cohort
– UWS student for example…
• Rise of ‘large classes’ - massification
– Across (most) institutions
– Students searching for relevance
• Rise of ‘choice’
– Both across institutions and within courses
• Everything counts…
A quick scan…
• Budgetary challenges
– What is being cut and by whom?
• Culture wars (mark II)
– New government on the horizon – regardless,
shock jocks rule
• Changing environment for academics
PART 2… TEACH LIKE A PIRATE
- EG GLOBALISATION
“James you teach like a
pirate… Pirates, like ninjas,
change to suit their
environments…”
GLOBALISATION: A LOVE STORY
Many ways to teach globalisation
What does globalisation
mean to you?
[email protected]
The power of words:
Think of a word relevant to
your teaching area?
Globalisation: A definition
“Globalisation may be thought of … as the widening,
deepening and speeding up of the worldwide
interconnectedness in all aspects of contemporary
social life, from the cultural to the criminal, the
financial to the spiritual.”
(Held et al 1999, p. 2).
– This definition recognises globalisation is multi-dimensional,
having width, breadth and depth.
– Another important aspect of this definition is that it
portrays globalisation as a process.
– As globalisation permeates different areas of society
Globalisation
• We are connected in many ways
• Sometimes these are straight forward…
– For example: a direct trade treaty
• Sometimes more complex…
Lectures: Idea v. Reality
“lectures are always exciting and effective for both
the lecturer and the students…”
What do you think?
Some Challenges Faced
By Students
• It’s deadly boring
• No connection with prior knowledge to facilitate
understanding
• I could have just downloaded all these notes from
the web - this is a waste of time
• Other students talk throughout the lecture - it’s so
irritating
What can we do about it?
Confronting challenges…
• It’s deadly boring: Make it interactive
• No connection with prior knowledge to facilitate
understanding: Build on each step
• I could have just downloaded all these notes from
the web - this is a waste of time: Add value
• Other students talk throughout the lecture - it’s so
irritating: Encourage the right type of talking
Eg: Globalisation…
How do you teach this vague
concept?
http://www.youtube.com/watch?
v=24_7Ki87-c0
Use what is out there:
http://www.youtube.com/watch?v=5SnR-e0S6Ic
Globalisation and us:
http://www.youtube.com/watch?v=B0TQR1kVs0k
Globalisation at TED
http://www.youtube.com/watch?v=nItwVO9stX8
What The Research Says ....
This is important for teaching not just engaging
students…
Simply reducing the number of students in a class
will not alone improve the quality of teaching and
learning.
Key factors:
–
–
–
–
opportunities to be engaged in a range of ways
timely and frequent feedback to students
active problem-solving
feeling like part of the group
Attention Span in Large
Classes
Attention levels decrease after 10 – 20 minutes, when
activity levels are passive
Gibbs (1992); Bligh (2000)
Changing Demands on
Students
Changing the demands on students can have an impact on
concentration levels and performance - Gibbs (1992); Bligh (2000)
Forgetting During
Lectures
Students forget information because of
interference from subsequent material ....
..... and from preceding material
.... Implications for teaching?
Forgetting After
Lectures
When students actively review what they’ve learned in a lecture,
close to the time of the lecture, they can retain up to 40% of the
information for up to 60 days.
Without prompt review of materials, retention is closer to 10%
Bligh (2000)
Promoting active learning
Active engagement, imaginative enquiry and the
finding of a suitable level are all much more likely to
occur if teaching methods that necessitate student
activity, student problem-solving and question-asking,
and cooperative learning are employed
Ramsden (1992 p. 167).
How do I translate this into
practice?
Aligned Teaching
• The idea that students construct their own learning through relevant
learning activities.
• Our job is to create a learning environment that supports the
learning activities appropriate to achieving the desired learning
outcomes.
• Key: all components in the teaching system (curriculum, intended
outcomes, teaching methods, assessment tasks) are aligned.
• These are tuned to learning activities addressed in the desired
learning outcomes.
• The student “finds it difficult to escape without learning
appropriately”.
Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University
Press/Society for Research into Higher Education. (Second edition)
Some thoughts on
globalisation…
An cements inequitable
relationship
Two worlds…
http://www.internetworldstats.com/stats.htm
Increasing disparities
• A wide range of statistics confirms growing inequality
between first and third world
– In 1965, the average per capita income of G7 countries was 20
times that of the world’s poorest seven; in 1995 it was 37 times
as much.
• The income gap:
– richest fifth to the poorest fifth increased from 30 to one in 1960
to 74 to one in 1997
– 2007 - richest 20% of the world population now receives 150
times the income of the poorest 20%.
• There are also increasing disparities within countries
• http://www.undp.org/publications/annualreport2
007/IAR07-ENG.pdf
Environmental consequences
Words that come to mind?
A story of chocolate
What does this tell us?
Other times… Chaos?
• We draw on chaos theory because it is the
study of nonlinear dynamics.
• That is, where seemingly random events are
actually related and a pattern emerges
• Think of the butterfly effect again…
• How does this work?
Cluster Bombs…
… & food drops…
THIS IS OUR WORLD… LET’S RESHAPE IT
THANK YOU…
PART 3… MOVING BEYOND DEGREES
Crossing the threshold and
seeing the world as if for the
first time…
Citizenship
Skills and knowledge
Culture
Traditional Model of
citizenship
Civic Institutions
Citizens
Citizens
Citizens
Citizens
Citizens
51
Changing Models of
Citizenship: Relational
Citizens
Civic Institutions
Citizens
Citizens
Citizens
Citizens
52
Changing Models of
Citizenship: Governance
Citizens
Civic Institutions
Media
Citizens
Corps
NGOS
Citizens
Citizens
Citizens
53
Citizenship typology
Empowered
Disengaged
Engaged
Disempowered
54
THANK YOU!
Useful references
Bligh, D. A. (2000). What’s the use of lectures? San Francisco: Jossey-Bass Publishers.
Brookfield, S. D. (2006). The skilful teacher (2nd ed.). San Francisco: Jossey-Bass Publishers.
Cowan, J. (1998). On Becoming an Innovative University Teacher. Buckingham: The Society for
Research into Higher Education and Open University Press.
Gibbs, G. (1992). Improving the quality of student learning. Bristol, U.K.: Technical and
Educational Services.
Krause, K., Hartley, R., James, R., & McInnis, C. (2005). The first year experience in Australian
universities: Findings from a decade of national studies. Centre for Studies in Higher Education
(CHSE), University of Melbourne.
Ramsden, P. (1992), Learning to Teach in Higher Education, Routledge, London.
•
Scevack, J. J. (2010). Lectures (45 – 54). In In R. H. Cantwell, & J. J. Scevack, (eds.). An
academic life. Victoria, Australia: Australian Council for Educational Research (ACER).
Toohey, S. (1999). Designing courses for higher education. Buckingham: Society for Research into
Higher Education/Open University Press.

similar documents