The Tipping Point Review
Posted onOctober 2, 2009
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Malcolm Gladwell’s “The Tipping Point” attempts to explain why certain sociological events are subject to dramatic and often unexpected changes. He opens with several examples (teen smoking, crime, & Hush Puppies sales) where these phenomena do not follow a slow and steady decrease or increase as common definable predictors could explain. Instead they reach a sort of critical mass where the idea, behavior, or product suddenly explode and begin to spread much like a disease or, more specifically, like an epidemic. This point of critical mass is what he calls The Tipping Point.
In order to explain these social epidemics, Gladwell defines three rules of epidemics:
- The Law of the Few
- The Stickiness Factor
- The Power of Context
The Law of the Few states that there are special types of people in the world who are crucial to spreading certain ideas and defining popularity and trends: Connectors are the “social butterflies” of the world. Mavens are the experts of their fields. Salesmen are the persuaders of the world.
Teachers must master all three of these to be most successful. They must connect to students from all types of backgrounds and experiences. They must be mavens of their particular field of study in addition to modern educational theory; constantly gathering new information and data from all sources (including their students). They must be salesmen to successfully convey both their new knowledge as well as its value to truculent students. But rather than specialize in any single ability, the best teachers should learn to balance all three abilities.
The Stickiness Factor states that some ideas are more interesting, engaging, or memorable than others. Gladwell uses several examples to illustrate the subtle differences between ideas that stick, and others that fail. From his examples I have identified four different elements that contribute to the “stickiness” of an idea:
Clarity: A message cannot be remembered and passed on if it is not understood. The best ideas are often simple ones. The makers of Sesame Street discovered this while studying the relationship of the attention spans of preschoolers to the contents of their show. If the skit was too clever or abstract, then the kids would look away from the show or get frustrated. The same goes for any student from pre-school to adult education. New ideas and concepts must be clearly explained using concrete examples. The learner must be able to connect this new idea with existing knowledge and integrate it into their world view. Metaphors (even bad ones) are paramount for communicating new ideas.
Repetition: The more times a message is repeated, more of it is remembered. Any math teacher will attest to the effectiveness of traditional “skill and drill” exercises in helping students remember basic concepts and processes. But there is also a familiarity and comfort level that is established with repeated actions and experiences. Eventually these good feelings are attributed to the message directly and confidence in the idea is built.
Interactivity: A message is better remembered if the recipient is challenged and rewarded for getting the message. This approach is effective for a couple of reasons: 1) participants must get up and accomplish something and 2) participants are then rewarded for their success. Active participation in the delivery of the message creates a sense of ownership.
Sequence and the Power of the Narrative: Messages are best remembered when expressed in the proper order. Storytelling is one of humankind’s oldest art forms and was the primary means of recording history in pre-literate societies. Anecdotal evidence often outweighs pure statistical data because the listener understands and relates emotionally to a concrete story despite the accuracy of abstract numerical proof.
The Power of Context, the third rule of epidemics, states that our environment, conditions and circumstances affect the impact and nature of an idea on its recipients:
The Broken Windows theory states that if a window is left broken on a street then passersby will assume that no one is watching or in control and therefore be much more likely to commit “crimes of convenience”. This idea can be applied to both classroom management and teaching pedagogy. By cracking down on seemingly innocuous disruptions (i.e. cell phones or chewing gum), teachers can actively prevent more serious issues and create an environment that is highly conducive to learning. It is also important for teachers to be detail oriented in their lectures and lessons. Focusing on vocabulary, spelling and grammar in a math class can improve overall cognitive discipline and lead to better outcomes.
Transactive Memory states that some memories are stored outside a person, often through relationships with other people who are best suited to remembering certain types of information. This phenomenon explains why social constructivism is so effective. Students working in groups develop relationships and use the knowledge about each other to determine which members of the group are best suited to remember which types of knowledge. This same concept is expressed in “The Wisdom of the Crowd” or The Law of Large Numbers.
The Magic Number: Gladwell also discovered that most people are only able to establish functional relationships (where transactive memory can be used) with at most 150 people. So classes or any sort of learning community must consist of less than 150 students in order take advantage of the benefits of transactive memory and social constructivism.
The Impact of Peer Pressure in these small, well-connected groups is then a much more effective way of maintaining high quality and accountability. In small groups, peer pressure is often a greater motivator than any sort of pressure applied by an authoritarian figure or boss. Once the relationships and peer groups are established, individual members will self-police to correct themselves and live up to the group’s expectations.
Malcolm Gladwell makes good use of his theories in reaching out to connectors, mavens, and salesmen and translating his work between all three. His book is very “sticky”, using simple language and repeatedly using stories to illustrate his ideas. In fact the greatest testimony to his ideas is the success of his book, “The Tipping Point: How Little Things Can Make a Big Difference”.
Hacking it and other ideas…
Posted onSeptember 29, 2009
Filed under Instructional resources | Leave a Comment
Happy Tuesday to all!
I wanted to post a quick blog entry about a few new instructional resources I found. I hope that one or some of these resources will have value to you as well. Feel free to reply to this post with questions about these resources or with any of your own resources to share.
First off, ProfHacker.
ProfHacker is a blog written for higher education professionals, mostly targeting professors. You’ll find that they talk a lot about productivity and GTD (Getting Things Done), but you will also find helpful teaching tips, classroom ideas, new technologies, and advice. I am particularly fond of Natalie Houston’s Syllabus: Extreme Makeover post and Julie Meloni’s Getting Started With Google Docs in the Classroom post. By the way, did you know that the CETL has a Lunch & Learn on Google Docs? Check it out.
Anyway, I highly recommend that you check out the ProfHacker blog.
Next up, Prezi…
Do you ever get sick of trying to use PowerPoint to convey information? Do you think your students ever get sick of PowerPoint? Prezi is a web-based presentation tool that can help you to re-think your presentations. Prezi lets you map out the key ideas of your presentation and present them in a logical and conceptual way, rather than a hierarchical manner. Check out some examples (Amy’s tip: stick to the Educational examples) and then check out Ethan Watrall’s blog post on ProfHacker about Prezi.
Finally, let’s move on to another tool I like and…surprise, surprise…it’s a wiki tool. As you probably know by now, I am a wiki fanatic. I think that wikis are fantastic instructional tools when used correctly (of course).
One of the keys to using wikis correctly is finding the right wiki for what you want to accomplish. Well, I thought I had found the perfect wiki tool in Wetpaint. In fact, I’ve been teaching Texas Wesleyan folks about Wetpaint for close to a year now. And it’s still a great tool…but Wetpaint recently took away the free no-ad wikis for educational institutions. Now, instructors either have to arm-wrestle intrusive ads or pay $19.95 a month to remove the ads. So, I say “boo” to Wetpaint and I have been looking at other solutions.
Lucky for all of us, there is a great tool called WikiMatrix that allows users to compare wiki services. Just click on their Wiki Choice Wizard, tell WikiMatrix what you want in a wiki, and they will show you wikis that meet your needs. Win!
Oh, and when you’re ready to start your wiki, give me a call and I can provide any guidance you want.
So I hope that you find one or all of these tools useful. I will have more to post soon.
Make this a great week,
Amy (Dr. C)
Coffee cup insights
Posted onAugust 26, 2009
Filed under NetGen, Ramblings | Leave a Comment
The following question was posed on a Starbucks coffee cup:
At first, I wondered…what if young people saw themselves in that way? The thing is…this generation of students often DOES see itself in this way. Research indicates that young people are more engaged politically and socially than previous generations.
We mistake young people’s variable voting rates as a lack of civic involvement, but we fail to see their high rates of community volunteerism (In 2006, 16- to 19-year-olds spent twice as much time volunteering as did the same age group in 1989. Source: Corporation for National and Community Service). We mistake their time spent in social networking as frivolity and waste, but we fail to see the powerful and informational communities young people create to help solve problems (think of how Twitter united people from all over the world on behalf of human rights in Iran; see the Time article on this). We mistake their close relationships with their parents as co-dependence, but we fail to see the social capital that young people have built.
I think Don Tapscott said it best: “I’m optimistic that this generation will make this world a better place. The reason is simple: not only is this a generation that cares about social problems, they are the first to grow up with a powerful tool that can be used to make a far more substantial difference than my generation ever could. It’s a tool of unprecendented power to inform, engage, and mobilize their generation.” (Don Tapscott, in Grown Up Digital, p. 270)
So, it seems to me that the real question is: What if we saw young people in that way, as community leaders, problem-solvers, mentors, and key stakeholders?
Let’s discuss…
One of the new CETL members
Posted onAugust 18, 2009
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First, let me start be saying that I am so excited to be a part of the Center for Excellence in Teaching and Learning (CETL) for Texas Wesleyan University as an Instructional Designer. I look forward to my role in helping faculty members develop effective online courses. In addition, I plan to develop tools, resources, and training materials that will assist both veteran and new online faculty members.
Effective online instruction is similar to effective face-to-face instruction. The only real difference is the communication medium through which the learning takes place. It starts with clearly establishing what you expect from students and what students should expect from the instructor in relation to the course. These expectations can be stated in the form of policies or by providing resources such as rubrics for writing or professional conduct and can reside in several places including the syllabus or orientation resources.
In addition to clearly establishing expectations, the instructor should also work to create a learning community. We are in the information age, where the experience and knowledge of many is greater than that of one single person. Effective online instructors should tap into that collective knowledge regularly to gain the perspective of everyone in the class. Establishing a learning community engages students and allows them to directly relate the material they are learning to their own lives. Student-to-student communication and collaboration is vital to the process. Provide them with the opportunity to work together to solve complex issues or put them in scenarios with some guidance. As long as you are providing feedback, they are learning how to apply the knowledge they have gained.
Establishing a learning community also lends itself well to an active learning environment. I am a proponent of active learning as an instructional mode. Let me give you an example. I am not a big supporter of giving any kind of assessment of “key terms”. I would prefer creating assignments that directly relate to current events or realistic scenarios where students will need to know what the terms are in order to complete the assignments. Not only will they need to know the terms, they will also need to know why they are important. In the end, they will know all of these concepts because they have used them to accomplish something; in essence they were “active.” A lecture could never accomplish that. That is what active learning is; less lecture and more engaging activities and discussions where knowledge is constructed.
If you are interested in distance education or would like some assistance with your online course, please feel free to contact me at aozuna@txwes.edu. I will be more than happy to answer any questions you may have regarding distance education, curriculum development, and the online environment.
Introducing…
Posted onAugust 18, 2009
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The fall semester is just around the corner. I know that you are busy putting the final touches on your course prep or working with your department to provide services to incoming students. Whatever your role on-campus, you are vital to this institution and our students are lucky to have you.
The CETL team has the immense pleasure of providing services to you, so that you can focus on doing your job well. We offer training and professional development opportunities, assistance with online or web-assisted courses, and classroom technology upgrades. And we have a fantastic staff– helpful, knowledgeable, and supportive. Allow me to introduce our CETL staff:
Dr. Amy Collier, Director
That’s me! I manage the day-to-day operations of the CETL as well as long-term projects and planning. I also teach training courses on Web 2.0 tools, online education, PsychData, SPSS, and Blackboard.
Arturo Ozuna, Instructional Designer
Arturo is responsible for assisting with the development, implementation, and evaluation of online and web-assisted courses at the University. Arturo can help you to plan your online course and he can guide you as you deliver your course. He also can direct you to resources that will help you and your online students.
Chris Faulkner, Instructional Technologist
Chris assists faculty and staff with the creation of media products for courses. These media products may include audio recordings, videos, or podcasts for use in face-to-face and online courses. Chris also manages the video production lab, a space where faculty and staff can create their media products.
Meghan Foster, Instructional Technologist (Title III)
Meghan works under the Title III grant, which seeks to strengthen the University through Learning Communities, advising strategies, faculty development, and improved technology. Within the CETL, Meghan manages all of the classroom technology upgrades for the University. She also provides training on Smart Boards, faculty websites, Contribute, copyright, and instructional strategies for using technology.
Diane Chacon, Web/Desktop Applications Trainer
Diane provides training on web and desktop applications, primarily focusing on Microsoft Office 2007. Diane develops the training calendar for each semester and works with faculty and staff, in groups or one-on-one, to support their use of applications technology.
Barbara Reese, Web/Desktop Applications Trainer
Barbara provides training on web and desktop applications, primarily focusing on new employee technology training and online training development. Barbara is collaborating with Chris Faulkner to develop training videos and just-in-time training to reach faculty and staff any place, anytime.
So, now that you’ve “met” the CETL team, come to the CETL and meet us in person. We are happy to meet you and talk with you about how we can help you to do your job and how, together, we can make a difference in the lives of our students.
Warm regards to all–
Amy Collier
“Louis, I think this is the beginning of a beautiful friendship”
Posted onMay 28, 2009
Filed under CETL, Ramblings and tagged Academic Technology, Casablanca, CETL, Strategic Planning, Texas Wesleyan University | Leave a Comment
A few years ago, my boyfriend (now my husband) demanded that I watch Casablanca. I begrudgingly obliged, only to learn that Casablanca truly is a great movie. Further, I venture that Casablanca provides life lessons that extend beyond the film reels…or…DVD player.
So when I began thinking about the first post on this blog, the monumental and burdensome FIRST blog post, my thoughts returned to an exchange between lovers Rick and Isla in Casablanca:
Isla: Can I tell you a story, Rick?
Rick: Has it got a wild finish?
Isla: I don’t know the finish yet.
Rick: Well, go on. Tell it – maybe one will come to you as you go along
Living in a world of IT and Academics, where assessment, strategic planning, and evaluation govern our every move, I often remember this exchange. Maybe, just maybe, if I keep plugging along, the finish will become clear to me. Or maybe I should wait to tell the story until I can define the finish.
I will tell you now, this blog represents the former assertion, rather than the latter.
I am the Director of the Center for Excellence in Teaching and Learning and I have the immense task of working to improve teaching and learning at Texas Wesleyan University through a variety of projects and initiatives. Some paths, some projects, some initiatives toward this end are clear. They are strategic (and, yes, I have written them in my requisite Strategic Plan*). But some are purely conjecture, trials, experiments. *Note: please don’t read my comments regarding Strategic Planning as negative. Strategic Plans are immensely helpful in setting goals, moving intentionally towards those goals, and assessing our success in those endeavors.
So, off we go on this adventure, to use this blog to share ideas, communicate with each other and others outside of Texas Wesleyan, and discuss issues in academe…and I hope that you all will join in this effort. Look for blog posts from all CETL employees; we will discuss academic/technology news, provide tips and tricks to help you with your jobs, and communicate news.
I look forward to your interaction, your feedback…
“Here’s looking at you, kid.”
Amy Collier
Director, Center for Excellence in Teaching and Learning
Texas Wesleyan University
