Archive of ‘student-centered learning’ category

Weakest students online college classes

Weakest students more likely to take online college classes but do worse in them

Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by  February 4, 2019

online share of total enrollment

According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.

The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.

Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.

overwhelming research evidence that community college students aren’t faring well in online classes

Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.

There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.

The College Fear Factor

Equity Book Group & D2L Brightspace Course

A Professional Development Opportunity for All Faculty and Staff

What: Statewide opportunity to read, discuss, interact, share and learn with a book on a topic of interest and relevance for our work. This year the topic is improving communication with students and enhancing their sense of belonging.  Created by: Rebecca March and Cheryl Neudauer, Minneapolis College

The book is The College Fear Factor: How Students and Professors Misunderstand Each Other.  Rebecca Cox “spent five years talking to, and watching, community college students. She noted carefully the many ways they failed their classes. She listened closely to their reasons why.” – Jay Mathews, Washington Post blog

https://www.insidehighered.com/news/2009/11/18/college-fear-factor

  1. Three 90-minute virtual Adobe Connect meetings to discuss how the experiences and perspectives in this book relate to our students and communities.  Virtual meetings are scheduled for:
    • Thursday, February 21 – 12:00-1:30 pm 
    • Thursday, March 28 – 12:00-1:30 pm
    • Thursday, April 18 – 12:00-1:30 pm
  2. D2L Brightspace course to explore issues related to communicating with our students both outside of and within the classroom, orally and through our documents, policies, and electronic communications and how these impact their sense of belonging.  The “course” will use short, asynchronous, interactive activities to help us explore how we can better serve our students, connect across the system, and share resources.

 

Your Students Forgot Everything On Your PowerPoint Slides

Why Your Students Forgot Everything On Your PowerPoint Slides

By Mary Jo Madda (Columnist)     Jan 19, 2015

https://www.edsurge.com/news/2015-01-19-why-your-students-forgot-everything-on-your-powerpoint-slides

why instructional design doesn’t typically work with students, or anyone’s learning for that matter, when you teach with PowerPoint—as well as how you can avoid it. It all begins with a little concept called “cognitive load.”

Cognitive load describes the capacity of our brain’s working memory (or WM) to hold and process new pieces of information. We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.

In a classroom, a student’s cognitive load is greatly affected by the “extraneous” nature of information—in other words, the manner by which information is presented to them (Sweller, 2010). Every teacher instinctively knows there are better—and worse—ways to present information.

A study in Australia in the late 1990s (the 1999 Kalyuga study) compared the learning achievement of a group of college students who watched an educator’s presentation involving a visual text element and an audio text element (meaning there were words on a screen while the teacher also talked) with those who only listened to a lecture, minus the pesky PowerPoint slides.

It’s called the the redundancy effect. Verbal redundancy “arises from the concurrent presentation of text and verbatim speech,” increasing the risk of overloading working memory capacity—and so may have a negative effect on learning.

Researchers including John Sweller and Kimberly Leslie contend that it would be easier for students to learn the differences between herbivores and carnivores by closing their eyes and only listening to the teacher. But students who close their eyes during a lecture are likely to to called out for “failing to paying attention.”

Richard Mayer, a brain scientist at UC Santa Barbara and author of the book Multimedia Learning, offers the following prescription: Eliminate textual elements from presentations and instead talk through points, sharing images or graphs with students

a separate Australian investigation by Leslie et al. (2012), suggest that mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective. In the Leslie study, a group of 4th grade students who knew nothing about magnetism and light learned significantly more when presented with both images and a teacher’s explanation than a separate group which received only auditory explanation.

hints:

  • Limit yourself to one word per slide. If you’re defining words, try putting up the vocabulary word and an associated set of images—then challenge students to deduce the definition.
  • Honor the “personalization principle,” which essentially says that engaging learners by delivering content in a conversational tone will increase learning. For example, Richard Mayer suggests using lots of “I’s” and “you’s” in your text, as students typically relate better to more informal language.

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more on Power Point in this IMS blog
http://blog.stcloudstate.edu/ims?s=power+point

WeChat and blog combining social media

Parallel running of two social media from different countries: WeChat and blog for international students

Our work with Chinese students from the Confucius Institute (CI) at St. Cloud State University (SCSU) shed light on an interesting development: in the last several years, the popular Chinese social media platform WeChat dominates the social life of Chinese people, Chinese students in particular.

WeChat, like WhatsApp in Europe, Vkontakte in Russia, Weibo in China, or before its 2014 Orkut in Brazil (http://blog.stcloudstate.edu/ims/2014/07/05/social-media-orkut-the-and-of-an-era/ seeks to create its own users’ momentum, and no differently from Facebook, expand that membership momentum from the host country to a global dominance (http://blog.stcloudstate.edu/ims/2017/08/06/psychology-of-social-networks/;  more citation comes here).

Based on the WeChat affinity of the Chinese students at the SCSU CI program, the program organizers faced difficulty applying other social media platforms, as part of the curricula of the host country. Namely, blog, as one of the widely used SM platform for creative writing (citation comes here), was contemplated as a SM platform for the Chinese students to journal their experience at the SCSU CI program. Since WeChat behaves rather like Facebook and Snapchat, the lack of opportunity to utilize widely available platform for rather lengthy narration (versus SMS/texting abilitis of Twitter and WeChat) convince the SCSU CI program organizers to seek the buy in by Chinese students into the blog initiative.

Pang (2018) builds a theory based on Ellison (2007) theory of “maintained social capital,” namely the ability of individuals to maintain values of social ties when geographically disconnected. Ping (2018) further narrows her research on Chinese students in Germany using Li and Chen (2014) findings about Ellison’s theory on students in a foreign environment and the necessity for these students to build a new circle of friends in the host country. According to Basilisco an Cha (2015), such environment was provided for Filipino students by using Facebook and Twitter.

Bibliography:

2012 – The Most Favourable Mobile Messaging Apps among II.pdf. (n.d.). Retrieved from https://s3.amazonaws.com/academia.edu.documents/37688928/IJSR_-_The_Most_Favourable_Mobile_Messaging_Apps_among_IIUM_Students.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1540148395&Signature=pZjdzuflg16cWzOIeSacfFIJAHE%3D&response-content-disposition=inline%3B%20filename%3DThe_Most_Favourable_Mobile_Messaging_App.pdf
Agur, C., Belair-Gagnon, V., & Frish, N. (2018). Mobile sourcing: A case study of journalistic norms and usage of chat apps. Mobile Meida and Communication, 6(1), 53–70. https://doi.org/DOI: 10.1177/2050157917725549
Borgerson, J. L. (2016). Scalable Sociality and 'How the World Changed Social Media': conversation with Daniel Miller. Consumption, Markets & Culture. http://dx.doi.org/10.1080/10253866.2015.1120980
Chen, Y. (2017). WeChat use among Chinese college students: Exploring gratifications and political engagement in China. Journal of International and Intercultural Communication, 10(1), 25–43. https://doi.org/10.1080/17513057.2016.1235222
de Seta, G. (n.d.-a). Old people’s emoticons and generational distinction: Chinese families on social media. Retrieved from https://www.academia.edu/27563550/Old_peoples_emoticons_and_generational_distinction_Chinese_families_on_social_media
de Seta, G. (n.d.-b). The infrastracturalization of Chinese digital platforms: A case study of WeChat. Retrieved from https://www.academia.edu/36409988/The_infrastracturalization_of_Chinese_digital_platforms_A_case_study_of_WeChat
Deng, S. (n.d.). A history and analysis of CALA's social media. Retrieved from https://www.academia.edu/26815484/A_history_and_analysis_of_CALAs_social_media
Gu, B., & Wang, X. B. (2015). The Communication Design of WeChat: Ideological as Well as Technical Aspects of Social Media. Communication Design Quarterly, 4(1). Retrieved from https://www.academia.edu/28318543/The_Communication_Design_of_WeChat_Ideological_as_Well_as_Technical_Aspects_of_Social_Media
Guo, L. (2017). WeChat as a Semipublic Alternative Sphere: Exploring the Use of WeChat Among Chinese Older Adults. International Journal of Communication, 21(11). Retrieved from https://www.academia.edu/33858373/WeChat_as_a_Semipublic_Alternative_Sphere_Exploring_the_Use_of_WeChat_Among_Chinese_Older_Adults
Mao – 2014 – Friends and Relaxation Key Factors of Undergradua.pdf. (n.d.). Retrieved from http://file.scirp.org/pdf/CE_2014051513263716.pdf
Mao, C. (2014). Friends and Relaxation: Key Factors of Undergraduate Students’ WeChat Using. Creative Education, 05(08), 636–640. https://doi.org/10.4236/ce.2014.58075
Marian, R. (1916). Wechat comparison with its western competitors. University of Edinburgh Business School. Retrieved from https://www.academia.edu/37368406/Wechat_comparison_with_its_western_competitors
Masi, V. D. (n.d.). The world of the Chinese apps and their influence on the new generation. Retrieved from https://www.academia.edu/36122804/The_world_of_the_Chinese_apps_and_their_influence_on_the_new_generation
Odini, L. (n.d.). Can WeChat become a world-beating app? Retrieved from https://www.academia.edu/6843324/Can_WeChat_become_a_world-beating_app
Pang – 2016 – Understanding key factors affecting young people’s.pdf. (n.d.). Retrieved from https://www.researchgate.net/profile/Hua_Pang3/publication/305361365_Understanding_key_factors_affecting_young_people’s_WeChat_usage_An_empirical_study_from_uses_and_gratifications_perspective/links/587f3f9508aed3826af5bafd/Understanding-key-factors-affecting-young-peoples-WeChat-usage-An-empirical-study-from-uses-and-gratifications-perspective.pdf
Pang, H. (2016). Understanding key factors affecting young people’s WeChat usage: an empirical study from uses and gratifications perspective. International Journal of Web Based Communities, 12(3), 262. https://doi.org/10.1504/IJWBC.2016.077757
Pang, H. (2018). Understanding the effects of WeChat on perceived social capital and psychological well-being among Chinese international college students in Germany. Aslib Journal of Information Management, 70(3), 288–304. https://doi.org/DOI 10.1108/AJIM-01-2018-0003
Proksell, M., & Seta, G. de. (n.d.). A cabinet of moments: Collecting and displaying visual content from WeChat. Membrana. Retrieved from https://www.academia.edu/37536436/A_cabinet_of_moments_Collecting_and_displaying_visual_content_from_WeChat
Ranjan, R. (2017, July 26). In China, social media is shaping the public discourse on Doklam stand-off A peek into the discussions on Weibo and WeChat. China Online. Retrieved from https://www.academia.edu/34293813/In_China_social_media_is_shaping_the_public_discourse_on_Doklam_stand-off_A_peek_into_the_discussions_on_Weibo_and_WeChat
Ruan, L. Y., Knockel, J., Ng, J., & Crete-Nishihata, M. (n.d.). One App, Two Systems: How WeChat uses one censorship policy in China and another internationally. Retrieved from https://www.academia.edu/32650543/One_App_Two_Systems_How_WeChat_uses_one_censorship_policy_in_China_and_another_internationally
Run Zhi Zhu – 2015 – The Influence of Social Media on Sleep Quality A .pdf. (n.d.). Retrieved from https://www.researchgate.net/profile/Xianglong_Xu/publication/281359220_The_Influence_of_Social_Media_on_Sleep_Quality_A_Study_of_Undergraduate_Students_in_Chongqing_China/links/55eff7cd08aef559dc44f450.pdf
Run Zhi Zhu, X. L. X. (2015). The Influence of Social Media on Sleep Quality: A Study of Undergraduate Students in Chongqing, China. Journal of Nursing & Care, 04(03). https://doi.org/10.4172/2167-1168.1000253
Seta, G. de. (n.d.). Biaoqing: The circulation of emoticons, emoji, stickers, and custom images on Chinese digital media platforms. First Monday. Retrieved from https://www.academia.edu/37326623/Biaoqing_The_circulation_of_emoticons_emoji_stickers_and_custom_images_on_Chinese_digital_media_platforms
Sun, S. (2017). Enhancing International Students' Engagement via Social Media – A Case Study of WeChat and Chinese Students at a UK University. In INTED Proceedings. Valencia, Spain. Retrieved from https://www.academia.edu/31992169/Enhancing_International_Students_Engagement_via_Social_Media_A_Case_Study_of_WeChat_and_Chinese_Students_at_a_UK_University
The Most Favourable Mobile Messaging Apps among IIUM Students. (2012), 3(12), 6.
Unpacking and describing interaction on Chinese WeChat: A methodological approach. (n.d.). Retrieved October 21, 2018, from https://www.academia.edu/37325358/Unpacking_and_describing_interaction_on_Chinese_WeChat_A_methodological_approach
Wang et al. – 2016 – Exploring the affordances of WeChat for facilitati.pdf. (n.d.). Retrieved from https://www.researchgate.net/profile/Yuping_Wang5/publication/304814233_Exploring_the_affordances_of_WeChat_for_facilitating_teaching_social_and_cognitive_presence_in_semi-synchronous_language_exchange/links/57b3896908aeac3177849c2e/Exploring-the-affordances-of-WeChat-for-facilitating-teaching-social-and-cognitive-presence-in-semi-synchronous-language-exchange.pdf
Wang, Y., Fang, W.-C., Han, J., & Chen, N.-S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2640
Wei, H., & Ke, L. (2014). “New Weapons” of Ideological and Political Education in Universities—WeChat. SHS Web of Conferences, 6, 04001. https://doi.org/10.1051/shsconf/20140604001

Rap hip-hop and physics

A Hip-Hop Experiment

JOHN LELAND NOV. 16, 2012 https://www.nytimes.com/2012/11/18/nyregion/columbia-professor-and-gza-aim-to-help-teach-science-through-hip-hop.html

Only 4 percent of African-American seniors nationally were proficient in sciences, compared with 27 percent of whites, according to the 2009 National Assessment of Educational Progress.

GZA by bringing science into hip-hop; Dr. Emdin by bringing hip-hop into the science classroom.

the popular hip-hop lyrics Web siteRap Genius, will announce a pilot project to use hip-hop to teach science in 10 New York City public schools. The pilot is small, but its architects’ goals are not modest. Dr. Emdin, who has written a book called “Urban Science Education for the Hip-Hop Generation,”

hip-hop “cypher,” participants stand in a circle and take turns rapping, often supporting or playing off one another’s rhymes.

“All of those things that are happening in the hip-hop cypher are what should happen in an ideal classroom.”

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Students analyze rap lyrics with code in digital humanities class

Some teachers are finding a place for coding in English, music, science, math and social studies, too

by TARA GARCÍA MATHEWSON October 18, 2018

Fifteen states now require all high schools to offer computer science courses. Twenty-three states have created K-12 computer science standards. And 40 states plus the District of Columbia allow students to count computer science courses toward high school math or science graduation requirements. That’s up from 12 states in 2013, when Code.org launched, aiming to expand access to computer science in U.S. schools and increase participation among girls and underrepresented minorities in particular.

Nevada is the only state so far to embed math, science, English language arts and social studies into its computer science standards.

Secondary Traumatic Stress for Educators

Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects

Roughly half of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth.
The condition has numerous names: secondary traumatic stress (STS), vicarious trauma, compassion fatigue.
The symptoms are similar in some ways to post-traumatic stress disorder: withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.
One of the handful of studies of STS in schools found that more than 200 staff surveyed from across six schools reported very high levels of STS.
STS can affect teachers’ happiness, health and professional practice. But Betsy McAlister Groves, a clinical social worker and former faculty member at the Harvard Graduate School of Education, says that she has often been surprised by the number of teachers, school counselors and administrators who recognized the cumulative stressors that they faced in their schools but did not realize that their symptoms were a common reaction to working with traumatized children — and that these symptoms had a name.

How Schools Can Acknowledge Secondary Trauma:
Building a Culture of Awareness
Create Peer Groups
Trauma-Informed Schools: School leaders should take a school-wide approach. There is a growing movement around creating trauma-informed schools — schools that recognize and are prepared to support community members affected by trauma and traumatic stress. Such schools deeply integrate social-emotional learning into their teaching, culture and approach, understanding that the holistic health and wellbeing of their charges is essential for achieving academic success.

Resource for teachers and schools

  • Assess how your work as an educator might be affecting you (both positively and negatively) by using the Professional Quality of Life (ProQOL) self-assessment tool and exploring the toolkit created by Teaching Tolerance to learn self-care strategies.
  • Learn how, as an educator, you can begin to identify secondary traumatic stress and learn strategies for self care through the tip sheet created by the National Child Traumatic Stress Network.
  • Explore the resources created by the Trauma and Learning Policy Initiative, a collaboration between the Massachusetts Advocates for Children and the Harvard Law School.
  • How strong are your school’s trauma-responsive programs and policies? Take the 20-minute evidence-informed Trauma Responsive Schools Implementation Assessment to find out — and learn ways to grow your school’s work.
  • Learn about additional individual and organization strategies for addressing secondary traumatic stress, compiled by the U.S. Department of Health and Human Services.
  • Stay tuned for a new online curriculum for preK–12 teachers, named STAT (Support for Teachers Affected by Trauma), being created by experts in the fields of secondary traumatic stress, education, and technology. The curriculum, due for a 2019 launch, will feature five modules on risk factors, the impact of STS, and self-assessment, among related topics.

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more on mindfulness in this IMS blog
http://blog.stcloudstate.edu/ims?s=mindful

Trello and Slack for education

No Slacking Off! How Savvy Teachers Are Turning to Trello and Slack

By Tony Wan     Jul 28, 2015  https://www.edsurge.com/news/2015-07-28-no-slacking-off-how-savvy-teachers-are-turning-to-trello-and-slack

My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.

documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.

Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.

Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).

connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”

Other educators are exploring how to use Slack as a professional learning network.

SlackEDU group

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more on Trello in this IMS blog
http://blog.stcloudstate.edu/ims?s=trello

and Slack
http://blog.stcloudstate.edu/ims?s=slack

for or against Myers-Briggs

Myers-Briggs personality tests: what kind of person are you?

The Myers-Briggs Type Indicator is used by firms worldwide to test their employees. In her new book, Merve Emre looks at the system’s curious origins

https://www.theguardian.com/science/2018/sep/15/myers-briggs-not-sure-youre-really-our-type-merve-emre-author-origins-validity-personality-tests

a career counsellor told them to work through an “instrument” – decidedly not a “test” – called the Myers-Briggs Type Indicator. The MBTI is the world’s dominant personality questionnaire: more than 50 million people around the globe are estimated to have taken it. It has been administered since the 1940s (though its origins date to 1917) and now consists of 93 questions to which you answer A or B. At the end, you are assigned one of 16 different types. Many consider this “score” to be meaningless, no more scientifically valid than your star sign. But others – including companies such as Bain, the BBC and many universities – clearly do not.

No one type is better than another. The creators of the MBTI – two American women, Katharine Cook Briggs and her daughter, Isabel Briggs Myers – imagined it as primarily a tool for self-discovery. But that doesn’t mean all types are equal.

Comments under the article:
It is not, as some commenters have suggested, that psychology and psychological testing is “half baked.” It is that everyone is an expert at functional psychology at some level already — one has to be to live in a social world — just not an expert at the science of psychology; and it seems, to the lay-person, that psychological testing tools are pretty obvious and should be usable by anyone.

 

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more on Myers-Briggs in this IMS blog
http://blog.stcloudstate.edu/ims/2014/04/21/1599/

https://www.personalitypage.com/

virtual labs

Arizona State online biology students getting hands-on experience in virtual labs

James Paterson, Aug. 28, 2018

https://www.educationdive.com/news/arizona-state-online-biology-students-getting-hands-on-experience-in-virtua/531039/

  • Thirty students registered for Arizona State University Online’s general biology course are using ASU-supplied virtual reality (VR) headsets for a variety of required lab exercises
  • The VR equipment, which costs ASU $399 per student, allows learners to complete lab assignments in virtual space using goggles and a controller to maneuver around a simulated lab. Content for the online course was developed and assessed by ASU biology professors and was evaluated this summer. Students also can use their own VR headsets and access the content on their laptops, as 370 other students are doing.
  • A university official told Campus Technology the initiative will help online students have the experiences provided in brick-and-mortar labs as well as new ones that were impossible previously. The effort also will ease a problem on campus with limited lab space.

Similar labs are planned for the University of Texas at San Antonio and McMaster University in Canada, according to a blog post from Google, which partnered with the ed-tech company Labster to create the virtual labs. In addition, virtual labs also are available at eight community colleges in California, offering IT and cybersecurity skills instruction.

About half of colleges have space dedicated to VR, with adoption expected to increase as technology costs go down, according to a recent survey by nonprofit consortium Internet2. The survey found that 18% of institutions have “fully deployed” VR and are increasingly making it available to online students, while half are testing or have not yet deployed the technology.

Colleges are using VR for a variety of purposes, from classroom instruction to admissions recruiting to career training.

In addition, because the use of VR is growing in K–12 education, students will expect to use it in college.

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more on virtual reality in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality+education

take a look at OUR VR lab tour:

https://poly.google.com/u/0/view/epydAlXlJSw

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