TLT Symposium 2019

This past weekend, #psuaged20 had the opportunity to attend Penn State's TLT Symposium. This is for teaching and learning with technology, geared towards Penn State professors. After a great keynote presentation about making ideas stick, I attended a session on using 3D printers to amplify student design experiences and one on using virtual reality as a method for students to gain a deeper understanding of a concept. The information learned in these sessions helped me better understand the ways new, innovative technology can be used in the classroom.

Dan Heath, co-author of four New York Times best-selling books, was the keynote speaker of the conference. Dan talked about the idea of making ideas and information stick. He brought up six different qualities of a "sticky idea."

1. Simple

2. Unexpected

3. Concrete

4. Credible

5. Emotional

6. Stories

He then went in depth about how a sticky idea should be simple, unexpected, concrete, and a story. First, a sticky idea should be simple. The dream exercise was a practice used by professors to see what they want their students to be able to understand and remember in 5 years. Professors ask themselves, "In 3-5 years, my students can still ___________." Professors would then be pushed to ask how their current syllabus can help achieve the certain idea they want their students to remember. Next, a sticky idea should be unexpected. He said that something unexpected buys attention, but curiosity sustains attention. The gap theory of curiosity says that there is a gap between what we know and what we want to know. If we can work our classroom in ways to allow, foster, and cultivate curiosity, our students will be able to better remember what we want them to learn. Not only should sticky ideas be simple and unexpected, but they should be concrete. When a lesson is concrete, it allows for differentiation and aids in the understanding and memory. A sticky idea should also be in the form of a story. We want to use the language of sticky ideas. When telling stories, do not let the truth get in the way of a good story. With a combination of simplicity, unexpectedness, concreteness, and as a story, teachers can maximize their teaching ability and stickiness of the lesson.

Design-Print-Innovate! Using 3D Printing to amplify student design experiences came next. When we walked in the classroom, we were each given a napkin and then asked to design a table that would be difficult to make in a common manufacturing environment. After hearing different kinds of table ideas, we were introduced to the opportunity for 3D printing in education. With this little exercise, we were given the opportunity to think creatively. In high school agricultural education programs, 3D printers can help foster creativity and help students find potential improvements to problems. Nicholas Meisel explained to the class how he uses 3D printing in freshman seminars, upper-level undergraduates, and graduate students. Through years of using this information, he has found a model that works best for him:

1. Educational Goal

2. Reflective Practice

3. Integration with Content

Starting with an educational goal, students can understand the implications of the information they are learning and working towards. After students work towards the educational goal, they transition to reflective practice. In this part of the lesson, students can discover ways their project can be improved for next time. Finally, integrating the 3D printer to the content can help students gain a better understanding of the concepts. I think using 3D printers as a way to foster creativity and design is a valuable way to teach in schools.

The value of being there: Toward a science of immersive virtual field trips came next. This session focused on the possibility of using virtual reality to increase student experience in the classroom. Penn State Geography students have been using this technology to seem as if they are on a field trip somewhere else. One component of the virtual reality section is the opportunity for student engagement with the information. Students can interact with the material through the virtual reality goggles. With all new technology, there are some setbacks. Some questions that were raised in the session was how can students take notes or a screenshot of what they are seeing. As this is an ever-changing and improving technology, there are some kinks to work out, but it seems like a great opportunity as the technology continues to improve.

I really enjoyed the TLT Symposium. Even though the information was geared towards Penn State professors, the information taught in the sessions can be utilized by all in education. I look forward to discovering the constantly changing technology that can be utilized in education.