What Is It?What Is It?Where Can I Where Can I

Get Some?Get Some?Bernie Dodge, PhDBernie Dodge, PhD

San Diego State UniversitySan Diego State University

EngagemeEngagement: nt:

http://webquest.org/workshops/engagement4

My Questions to the My Questions to the Twitterverse:Twitterverse:

What is engagement? What What is engagement? What does it look like?does it look like?

What looks like engagement What looks like engagement but really isn’t?but really isn’t?

What does engagement What does engagement mean to YOU?mean to YOU?

What IS Engagement?What IS Engagement?

unklar @berniedodge I think "engagement" unklar @berniedodge I think "engagement" sometimes has to be taking notes, listening sometimes has to be taking notes, listening to the teacher, doing homework alone; oh, to the teacher, doing homework alone; oh, yeah, and STUDYING!yeah, and STUDYING!

What IS Engagement?What IS Engagement?

mmuir @berniedodge Eye contact w Head mmuir @berniedodge Eye contact w Head nodding w a smile while the teacher nodding w a smile while the teacher presents looks like engagement but often presents looks like engagement but often isn't...isn't...

mmuir @berniedodge Kids asking their own mmuir @berniedodge Kids asking their own questions and finding answers and being questions and finding answers and being excited and teaching others about it is excited and teaching others about it is engagementengagement

What IS Engagement?What IS Engagement?

thecleversheep @berniedodge Engagement: thecleversheep @berniedodge Engagement: utterly tuned in, focused and utterly tuned in, focused and undistractable; and they don't realize undistractable; and they don't realize they're learning.they're learning.

What IS Engagement?What IS Engagement?

jimazeki @berniedodge I've noticed that jimazeki @berniedodge I've noticed that some profs assume 'active' means 'engaged' some profs assume 'active' means 'engaged' - in econ, anything not lecture is called - in econ, anything not lecture is called 'active’'active’

jimazeki @berniedodge but I'm not sure just jimazeki @berniedodge but I'm not sure just cuz students are doing something other cuz students are doing something other than taking notes that means they're than taking notes that means they're learninglearning

Informal StudyInformal Study

N = 265N = 265

Describe a learning experience you had that Describe a learning experience you had that was boringwas boring

And one that was funAnd one that was fun

The subject was the Civil The subject was the Civil War and we were War and we were discussing the tools, discussing the tools, weapons, and clothing weapons, and clothing used during that era. We used during that era. We worked in small teams and worked in small teams and moved from one artifact moved from one artifact table to another. table to another.

We had to figure out what We had to figure out what the artifact was, what it the artifact was, what it was used for, and why it was used for, and why it was invented. was invented.

We then presented our We then presented our findings to the class.findings to the class.

In my junior American In my junior American Literature class, we were Literature class, we were expected to write a expected to write a narrative based upon a narrative based upon a selected piece of famous selected piece of famous art. art.

We were to study every We were to study every aspect of the painting and aspect of the painting and then create a story around then create a story around it. We were allowed to pick it. We were allowed to pick the painting we wanted the painting we wanted from a selection and we from a selection and we were allowed to work with were allowed to work with a partner.a partner.

This is gross, but we This is gross, but we were learning what were learning what causes finger/toenails causes finger/toenails to become discolored to become discolored or misshaped. or misshaped.

We looked at slides, We looked at slides, read out loud, took read out loud, took notes and then took notes and then took our shoes off and our shoes off and identified the things we identified the things we had learned on each had learned on each other.other.

We constructed hurricane proof houses that We constructed hurricane proof houses that we tested using a fan and then a leaf we tested using a fan and then a leaf blower. you were given little materials, blower. you were given little materials, expected to come up with your own design expected to come up with your own design structure and to explain your selections to a structure and to explain your selections to a group.group.

The speaker skillfully drew The speaker skillfully drew the audience into the the audience into the experience of a near fatal experience of a near fatal fire aboard the space fire aboard the space station. Along the way he station. Along the way he used words to create a vivid used words to create a vivid picture of the events that picture of the events that were evolving. At a number were evolving. At a number of junctures, he pulled us of junctures, he pulled us back into the situation as back into the situation as though we were with him in though we were with him in the danger and decision the danger and decision making. making.

We were challenged to We were challenged to think about what we would think about what we would do in such a crisis, how we do in such a crisis, how we would react, how we would would react, how we would decide to make intelligent decide to make intelligent and creative decisions and creative decisions under such extreme duress. under such extreme duress. Then he would return to the Then he would return to the story and again engage us story and again engage us in the drama.in the drama.

ExpectationsExpectations

Second StudySecond Study

http://edweb2.net/lmf/index.php

http://edweb2.net/lmf/index.php

http://edweb2.net/lmf/index.php

ChallengeChallenge

# Stories

Teacher EnthusiasmTeacher Enthusiasm

Interaction with other Interaction with other learnerslearners

Other Common Other Common AttributesAttributes

Instructor warmthInstructor warmth

Human interestHuman interest

More concrete than abstractMore concrete than abstract

Sensory richSensory rich

Hands onHands on

Physical activityPhysical activity

Out of 160 storiesOut of 160 storiesonly 2 were about a only 2 were about a

lecturelecture

Engagement ResearchEngagement Research

STROBESTROBE

Used in medical educationUsed in medical education

Cycle of observing teacher and studentsCycle of observing teacher and students

Validated against self-reportsValidated against self-reports

O’Malley, K. et al, (2003). Validation of an observational instrument formeasuring student engagement in health professions settings. Evaluation & the health professions, 2003, 26; 86.

Observation protocol

InteractionsInteractions

Engagement & Engagement & TechnologyTechnology

They’re all digital natives… so all we need is more They’re all digital natives… so all we need is more hardware, right?hardware, right?

Learning PowerLearning Power

P = ADEP = ADEPower = Power =

Attention x Depth x EfficiencyAttention x Depth x Efficiency

Causes of AttentionCauses of Attention

Attention

Variability Human Interest

Competition Uncertainty

Social interaction Challenge

Attention as a RatioAttention as a Ratio

Attention =

Time spent attending to the class

Total Time

DepthDepththe intensity of the intensity of

the cognitive the cognitive processing processing requiredrequired

Let’s say Let’s say creating = 100 creating = 100 and and remembering = 0remembering = 0

EfficiencyEfficiency Curricular efficiency is the proportion of time Curricular efficiency is the proportion of time

learners have to spend thinking about what learners have to spend thinking about what you’re trying to teach.you’re trying to teach.

Efficiency = Time Spent Thinking about Curriculum

Total Learning Time

Efficiency and Efficiency and TechnologyTechnology

If a technology or medium is…If a technology or medium is… UnfamiliarUnfamiliar Particularly creativeParticularly creative Richly detailedRichly detailed

Learners will..Learners will.. Spend their brain minutes on figuring out Spend their brain minutes on figuring out

the technologythe technology And not figuring out your contentAnd not figuring out your content

Learning PowerLearning Power

P = ADEP = ADEPower = Attention x Depth x EfficiencyPower = Attention x Depth x Efficiency

So a perfect lesson would be So a perfect lesson would be rated as…rated as…

1 x 100 x 1 = 1001 x 100 x 1 = 100

Learning PowerLearning Power

P = ADEP = ADEPower = Attention x Depth x EfficiencyPower = Attention x Depth x Efficiency

Most lessons would probably Most lessons would probably be rated somewhere be rated somewhere between 10 and 50.between 10 and 50.

Drake EquationDrake Equation

N = R* fN = R* fpp n nee f fll f fii f fcc L L N = The number of communicative civilizationsN = The number of communicative civilizations

R* = The rate of formation of suitable stars (stars such as our Sun)R* = The rate of formation of suitable stars (stars such as our Sun)

ffpp = The fraction of those stars with planets. (Current evidence = The fraction of those stars with planets. (Current evidence indicates that planetary systems may be common for stars like the indicates that planetary systems may be common for stars like the Sun.)Sun.)

nnee = The number of Earth-like worlds per planetary system = The number of Earth-like worlds per planetary system

ffll = The fraction of those Earth-like planets where life actually = The fraction of those Earth-like planets where life actually developsdevelops

ffii = The fraction of life sites where intelligence develops = The fraction of life sites where intelligence develops

ffcc = The fraction of communicative planets (those on which = The fraction of communicative planets (those on which electromagnetic communications technology develops)electromagnetic communications technology develops)

L = The "lifetime" of communicating civilizationsL = The "lifetime" of communicating civilizations

OK, so what IS OK, so what IS engagement?engagement?I’m getting lost in all the detailsI’m getting lost in all the details

Maria MuldaurMaria Muldaur

It ain’t the It ain’t the meat,meat,

It’s the It’s the motion.motion.

To Sum it Up. To Sum it Up. Engagement…Engagement…

is about lots of interaction,is about lots of interaction,

about the thing you’re trying to teach,about the thing you’re trying to teach,

using as much of the brain as possible.using as much of the brain as possible.

Second LifeSecond Life

WebQuest.org

If only we had a visual If only we had a visual language for talking language for talking

about this…about this…

SDSU PlaybookSDSU Playbook

Rhumba

Figure Skating

Teaching is at least as Teaching is at least as complicated as footballcomplicated as football

Or rhumbaOr rhumba

InteractionsInteractions Thick lines = intense interaction requiring deep processing

InteractionsInteractions Thin lines = weak interaction requiring shallow processing

http://slatest.slate.com/features/news_dots/default.htm

News Dots

InteractionsInteractions Teacher demonstrates the site. Learners watch

Engagement = low

InteractionsInteractions Teacher gives URL. Learners explore.

Engagement = low to medium

InteractionsInteractionsTeacher gives URL and a task: What is in the news that interests you least?

Learners explore and reflect.

Engagement = medium

InteractionsInteractionsTeacher gives URL and a task: Within groups, become an expert on one aspect of the news. Then work together and decide on a prediction about what the top five topics will be tomorrow.

Engagement = high

http://www.360cities.net/image/sanaa-sunset

360 Cities360 Cities

How could you maximize How could you maximize engaged, powerful engaged, powerful

learning with the 360 learning with the 360 cities site?cities site?

InteractionsInteractionsWorking in groups of

three,decide how to maximize this,

this, and this.

Engagement: Engagement: Where Can I Get Some?Where Can I Get Some?

It’s under your noseIt’s under your nose

Engagement: Engagement: Where Can I Get Some?Where Can I Get Some?

Actually, it’s above and behind your noseActually, it’s above and behind your nose

What Is It?What Is It?Where Can I Where Can I

Get Some?Get Some?Bernie Dodge, PhDBernie Dodge, PhD

San Diego State UniversitySan Diego State University

EngagemeEngagement: nt:

http://webquest.org/workshops/engagement4