Do We Have To Teach Naked?
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Transcript of Do We Have To Teach Naked?
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teach naked?
StudentsaredecidedlyunderwhelmedbytheirProfs’techskills.
do we have to
anePaperbysidneyevematrix
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Whenstudentswerepolledinanationalsurveylastfall,
almost half said their profs do not understand how to use technology.
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thesecomputer‐savvy(orattheveryleast,connectedandtechno‐curious)kidsinhighereducationalclassroomstodayuse,andexpecttheirprofstousedigitaltechnologytocommunicateandteach.
Andforthemostpart,theyareunderwhelmedwithboththelowlevelsofedtechuptakeanddigitalliteracyoftheirprofs.
Call them the gamer generation, millennials, digital natives, Gen Yimage:SimonWhitaker
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withprofessorsclaimingthat,beyondFacebookandtexting,studentsarenotdigitalwizardswithmadskillz,farfromitinfact,despitemanyclaimstothecontrary.
Professorsalsodisagreedwithstudentperceptionsaboutfacultytechnicalfluency.
Inthesamesurvey,two‐thirdsofprofsself‐reportedthattheyaresatisfiedwiththeirlevelofpersonaldigitaltechknowledge.
The feeling goes both ways of course
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ThesediscrepanciespointtowhatHenryJenkinsandDanahBoydcallthedigitaltechnologyparticipation gap thatemergesbetweengenerations.It’sanotherapproachtounderstandingthedigitaldividesthatseparatecohorts,classes,anddemographics.
Basically,studentsandteachershavepotentiallydifferentskillsets,butmoreimportantly,itseemsapparentthat
tocommunicate,learn,create,connect,andparticipateinculture.
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we prefer different digital technologies
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What kinds of technoteaching do students want? WeknowwhattheydoNOTwant:morebadpowerpoint.Nosurprise.Oftenrepeated,death‐by‐powerpointisbynowpartofourculturalidiom.
Still,presentationsreadaloudword‐for‐worddirectlyfromtext‐heavy,clip‐artaccentedslidedecksarebusiness‐as‐usualinclassroomsandatconferences.
AsreportedinTheChronicleofHigherEducation,astudypublishedintheAprilissueofBritishEducationalResearchJournalfound59%ofstudentssurveyedsaid:
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bad powerpoint interferes with their ability to focus, retain, and learn.3
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Inresponse,SouthernMethodistUniversityDeanJoséA.Bowensuggestedprohibiting powerpointfromthelecturehall,shiftingtomoreinteractivediscussionsduringface‐to‐facemeetings,anduseofpodcastsforlecturedelivery.
Bowen called it teaching naked.4
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It'sunknownhowmanyprofessorsfollowedBowen'sadvice,swappingpowerpointlecturesforon‐demandpodcasts,butmanyclassesarecoursecasting.
andnotjustbecauseitmeanstheydon’thavetogotoclass.
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Students like Podcasts
Forvisuallearners,ESLstudents,special‐needs,busyschedules,orexamcramming,acoursethatcomespackagedwithaudio‐videodigitalassetscanbeabonus.
Thisisespeciallysoifthepodcastsaretrulyvalue‐addedfeatures,notreplacingtheprof,P2Pdiscussions,lectureorslidepresentation.
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EarlyadoptersatYorkUniversity,CarletonandMountAllisonreportedthatstudent engagement was up considerablywhentheyputtheirlecturesonlineinaudioorvideoformat.
Insteadofactingasadeterrenttoattendingclass,podcastshaveleadto more student involvement.“Myaveragestudentwatches120percentofthelectures,”saysoneprofessoratCarleton.“Studentsdoacombinationofcomingtolectures,watchingthemonTVandwatchingthemontheiriPods.”
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This is learning on-demand.
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StudentsknowhowtouseFacebookandaregenerallyinterestedinothersocialmediatools.Thosepre‐existingdigitalskillscanbeleveragedforformallearningoutcomes.
Integratingsocialmediabasedassignmentsintocourseworkpushesthedigitalliteracyenvelope.Intheprocessstudentsarebetterpreparedfortheirjobsearchandperhapsevenfuturecareers.
Usingsocialmediatoolsalsohelpstoconnecttheclassroomtotheworldoff‐campus—makingcoursesappearmoresocially relevant.
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students also like social media technologies.
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Nothingilluminatesthegenerationalparticipation gapbetweenmanyfacultyandtheirstudentsfasterthansocialmediacommunicationtechnologies.Thesetoolsarepartofthereal‐timeweb.
Thevelocityofaninstant‐messaging,status‐updating,twitter‐trending,andnowlocation‐awareandmobiledigitalcultureisshiftingcommunicationsandconnectivityhabitsoncampus.
Theconnectedcohortisaccustomedtohavingaccesstoinstantaneousinformation—includingideally,always-on profs.Increasinglystudentsexpecttheirprofessorstorespondtotheirquestionsimmediately.
Facultycontemplatingadoptionofsocialmediatechnologiesshouldsetclearexpectationsaboutonlineavailability.Designasetofsocialmediaguidelines.Distribute,share,androtateresponsibilityforsocmediamoderationamongstudentstoencourageownership,engagement,&authenticity.
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Makeyourcoursemoreon‐demand,social,andmobilewiththeseonlinetools.
1. Distribute video podcasts.Createvideovodcastsoraudio‐onlypodcastsoflectures,extramaterial,orofFAQ(answerthepredictablequestionsonce,notrepeatedly)andpostonYouTube,iTunesU,andVimeo.Getsomevideocontentintoyourcoursebyassigningstudentstoproduceashortaudio/videointerviewforcoursecredit—thensharethemonline.
2. Create a Facebook page for the course.Facebookismobile‐readyandmanystudentsaccessitfrequentlyeverydayontheirsmartphones.Invitestudentstojoin/fanthecourseonFacebookandusethatspacetosharerelevantnewsworthylinksandvideosfromYouTube.Assigncoursecreditforthiscontentcuration(andhaveadiscussionaboutthefutureofsocialnews‐sharingculture).
3. Post presentations on Slideshare.netPostlectureslides,studentpresentations,ordesignstandaloneslidedeckstoteachmaterialnotcoveredduringface‐to‐facemeetings.Createacourseaccountandfavoriteotherdesigners’slideshows,askstudentstoreviewandassess.Thiskindofassignmentexposesstudentstoavarietyofprofessionalandamateurinformationdesigners—andcreatesopportunitiestodiscussbestpracticesinknowledgedesign.PutFAQintoadeck.
In Review 12..
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1.http://www.insidehighered.com/news/2009/11/05/survey2.http://www.studentaffairs.com/ejournal/Summer_2009/DigitalDivide.html3.http://chronicle.com/article/Teach‐Naked‐Effort‐Strips/47398/4.http://www.openeducation.net/2009/07/31/dean‐encourages‐professors‐to‐teach‐naked/5.http://www.universityaffairs.ca/how‐technology‐is‐transforming‐the‐lecture.aspx6.http://campustechnology.com/articles/2005/12/students‐take‐to‐podcasts.aspx?sc_lang=en7.http://mashable.com/2009/06/19/teaching‐social‐media/8.http://www.nytimes.com/2010/01/10/weekinreview/10stone.html?ref=todayspaper&pagewanted=all
Works Cited
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Attribution‐Noncommercial‐ShareAlike3.0License.
about the authorSidneyeveMatrix,PhD.Queen'sNationalScholar,Film&Media,Queen'sUniversity,Canada.Professorofdigitalculture,masscommunication&marketing,popculture,television,&filmcourses.Website:sidneyevematrix.net