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Pacific U: Students as Producers 2
Transcript of Pacific U: Students as Producers 2
Vanderbilt University Center for Teaching
Derek Bruff, Mathematics: http://is.gd/hNIko8
"Center of Attention," Derek Bruff, Flickr (CC)
"Pink Pedal Power," Derek Bruff, Flickr (CC)
A Degree of Autonomy
Bass & Elmendorf (2010)
Ryan & Deci (2000)
Ambrose et al. (2010)
Holly Tucker, French: http://is.gd/iy77Bg
Steve Baskauf, Biology: http://is.gd/kcmYhJ
“There are always a fair number of failures.”
"I was there–not as an intractable 'expert' but instead as a guide. My job was to guide them toward appropriate resources and to ask the right questions at the right time–as well as help shape tasks and assignments to help them move their projects forward."
- Holly Tucker
"Design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
Randy Bass & Heidi Elmendorf, http://is.gd/08EYYH
Pair up and discuss a time or two you observed students (perhaps yourself) act as producers of knowledge.
What aspects of that experience helped motivate and engage the students?
In your discipline, how might representing knowledge for a particular audience help students construct that knowledge?
Tim Foster's story:
Pointed students to bills under consideration
Brainstormed topics of interest
Provided examples of briefs
Discussed effective elements of briefs
Peer reviewed draft briefs in class
Tara McKay & Gilbert Gonzales, Health Policy: http://bit.ly/2wBp2O6
Mark Schoenfield, English: http://bit.ly/2wBmXSa
What ideas do you have for engaging your students as producers?
Alex Sargent Capps, Theatre
Larisa DeSantis, Earth & Env. Science
"Choices," Derek Bruff, Flickr (CC)
John Ayers, Earth & Env. Sciences:
"Paraguay," NASA Goddard, Flickr (CC)
Kathryn Tomasek, History, Wheaton College