Classroom-based teaching with assignments and activities which students pursue independently of each other.
1 to 29%
Web Facilitated
Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments.
30-79%
Blended / Hybrid
Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases.
80+%
Online
A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings.
Instructors: Jessica Olin, Director of the Library, Robert H. Parker Library, Wesley College; and Holly Mabry, Digital Services Librarian, Gardner-Webb University
Offered: April 11 – May 27, 2016
A Moodle based web course with asynchronous weekly content lessons, tutorials, assignments, and groups discussion.
Universal Design is the idea of designing products, places, and experiences to make them accessible to as broad a spectrum of people as possible, without requiring special modifications or adaptations. This course will present an overview of universal design as a historical movement, as a philosophy, and as an applicable set of tools. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, cognitive, resulting from age and/or accident), cultural backgrounds, and other abilities. The class will also give students the opportunity to redesign specific products or environments to make them more universally accessible and usable.
Takeaways
By the end of this class, students will be able to…
Articulate the ethical, philosophical, and practical aspects of Universal Design as a method and movement – both in general and as it relates to their specific work and life circumstances
Demonstrate the specific pedagogical, ethical, and customer service benefits of using Universal Design principles to develop and recreate library spaces and services in order to make them more broadly accessible
Integrate the ideals and practicalities of Universal Design into library spaces and services via a continuous critique and evaluation cycle
Jessica Olin is the Director of the Library, Robert H. Parker Library, Wesley College. Ms. Olin received her MLIS from Simmons College in 2003 and an MAEd, with a concentration in Adult Education, from Touro University International. Her first position in higher education was at Landmark College, a college that is specifically geared to meeting the unique needs of people with learning differences. While at Landmark, Ms. Olin learned about the ethical, theoretical, and practical aspects of universal design. She has since taught an undergraduate course for both the education and the entrepreneurship departments at Hiram College on the subject.
Holly Mabry received her MLIS from UNC-Greensboro in 2009. She is currently the Digital Services Librarian at Gardner-Webb University where she manages the university’s institutional repository, and teaches the library’s for-credit online research skills course. She also works for an international virtual reference service called Chatstaff. Since finishing her MLIS, she has done several presentations at local and national library conferences on implementing universal design in libraries with a focus on accessibility for patrons with disabilities.
Dates:
February 29 – March 31, 2016
Costs:
LITA Member: $135
ALA Member: $195
Non-member: $260
Technical Requirements:
Moodle login info will be sent to registrants the week prior to the start date. The Moodle-developed course site will include weekly new content lessons and is composed of self-paced modules with facilitated interaction led by the instructor. Students regularly use the forum and chat room functions to facilitate their class participation. The course web site will be open for 1 week prior to the start date for students to have access to Moodle instructions and set their browser correctly. The course site will remain open for 90 days after the end date for students to refer back to course material.
educators need to figure out what they need to do. Are you trying to have a conversation? Are you simply trying to transmit information? Or are you, in fact, trying to have students create something?
Answer those pedagogical questions first and then – and only then – will you be able to connect people to the kinds of technologies that can do that thing.
The ‘digital native’ is a generational metaphor. It’s a linguistic metaphor. It’s a ridiculous metaphor. It’s the notion that there is a particular generation of people who are fundamentally unknowable and incomprehensible.
There are policy implications: if your university philosophy is grounded in assumptions around digital natives, education and technology, you’re presupposing you don’t have to teach the students how to use tech for their education. And, furthermore, it will never be possible to teach that faculty how to use that technology, either on their own behalf or for their students.
A very different paradigm is ‘visitor and resident‘. Instead of talking about these essentialised categories of native and immigrant, we should be talking about modes of behaviour because, in fact, some people do an awful lot of stuff with technology in some parts of their lives and then not so much in other parts.
How much of your university practice is behind closed doors? This is traditional, of course, gatekeeping our institutions of higher education, keeping the gates in the walled campuses closed. So much of the pedagogy as well as the content of the university is locked away. That has implications not just for potential students but also from a policy perspective – if part of the problem in higher education policy is of non-university people not understanding the work of the university, being open would have really great potential to mitigate that lack of understanding.
I would like to see our universities modelling themselves more closely on what we should be looking for in society generally: networked, open, transparent, providing the opportunity for people to create things that they wouldn’t create all by themselves.
I understand the rationale for gatekeeping, I just don’t think that there’s as much potential with a gatekept system as there is with an open one.
There are two huge problems with the notion of “student expectations”: firstly, the sense that, with the UK’s new fee model, students’ ideas of what higher education should be now weigh much more heavily in the institutions’ educational planning. Secondly, institutions in part think their role is to make their students “employable” because some politician somewhere has said the university is there to get them jobs.
Students coming into higher education don’t know much about what higher education can be. So if we allow student expectations to set the standard for what we should be doing, we create an amazingly low bar.
The point of any educational system is not to provide citizens with jobs. That’s the role of the economy.
Universities are not vocational
Institutions can approach educational technology in two very different ways. They can have a learning technology division that is basically in charge of acquiring and maintaining educational technology. Or they can provide spaces to develop pedagogy and then think about the role of technology within that pedagogy.
Amy Brown, M.Ed. is a K-12 education strategist for CDW·G. January 20, 2016
According to the New Media Consortium’s Horizon Report: 2015 K-12 Edition, schools all over the nation have begun promoting content creation over content consumption.
When evaluating equipment, administrators need to consider how it will work with the space.
More about school media places and the future for information media in academia:
http://www.freetech4teachers.com/2016/02/7-tools-for-hosting-online.html#.VrlFHEZa2zB Simple Surface is a browser-based tool for collaboratively creating outlines and mind maps.To get started with Simple Surface just click on “use for free now,” double click on the surface, and then start typing. To create an additional thought box just double click anywhere on your board. To make sibling and child thought boxes use the enter and tab keys. You can edit the color and size of fonts. Your boxes can be linked to URLs too. Right-click on your surface to open the full menu of editing options.
NoteBookCast is a free whiteboard tool that will work in the web browser on a laptop, iPad, Android tablet, and Windows tablet. NoteBookCast is a collaborative whiteboard tool. You can invite others to join your whiteboard by entering the code assigned to your whiteboard. You can chat while drawing on NoteBookCast whiteboards. While you can create an account on NoteBookCast, it is not a requirement for using the service. You can create a whiteboard by simply clicking “create a whiteboard” then entering a nickname for yourself to use on the whiteboard. If you do create a NoteBookCast account you can save your whiteboards and create whiteboard templates to re-use.
iBrainstorm is a free brainstorming application for the iPad and the iPhone. The app allows you to record brainstorming sessions using a combination of free hand drawings and sticky notes. You can share and collaborate with other users of iBrainstorm. Sharing notes and drawings between users in a local setting is a simple matter of “flicking” an item to another user.
Realtime Board is a platform for hosting online, collaborative brainstorming sessions. Realtime Board is built with HTML5 which means that it works equally well on your laptop and on your iPad or Android tablet. Realtime Board provides a blank canvas on which you can type, draw, and post pictures. You can connect elements on your boards through a simple linking tool. The boards that you create on Realtime Board can be shared publicly or privately. To help you communicate with your collaborators Realtime Board has a chat function built into every board. Realtime Board grants teachers and students access to all premium features for free. In order to get the premium features for free you do need to complete the form here.
Stoodle is an online whiteboard service supported in part by the CK-12 Foundation. Through Stoodle you can quickly create a collaborative whiteboard space. On your whiteboard you can type, draw, and upload images. You can connect Stoodle to your computer’s microphone and talk your collaborators while drawing, typing, or sharing images. Stoodle does not require you to create an account. Stoodle will work in the web browser on your iPad or Android tablet.
In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
10 Innovative Pedagogy Trends from the 2015 Edition:
Crossover Learning: recognition of diverse, informal achievements with badges.
Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
Context-based Learning:Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
Learning by Doing Science with Remote Labs: A collection of accessible labs is ilab
Embodied learning:involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
Adaptive Teaching:intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.
6 Themes of Pedagogical Innovation
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Delivering education at massive scale.
Connecting learners from different nations, cultures and perspectives.
Fostering reflection and contemplation.
Extending traditional teaching methods and settings.
Recognizing embodied learning (explore, create, craft, and construct).
Creating a personalized path through educational content.
Further Reading
Follow these links to blog posts and EdITLib resources to further explore selected trends:
Interested in the Innovating Pedagogy report? Read our review of the 2014 edition, and reflect which trends are closer to becoming common practice.
Males participate more frequently in courses taught by female instructors
Other studies show the opposite
Non traditional students participate more frequently
Instructors’ gender also returns mixed results
Class size as variable is important, smaller classes, more participation
Class participation – grading
Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion: https://blog.stcloudstate.edu/ims/?s=clickers&submit=Search
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission, http://eric.ed.gov/?id=ED561060
Don’ts:
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
The 10 second rule: students discuss in pairs the concept/question
Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
Quick writes: write their thoughts and then share. Loose paper, names on top,
Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Using storytelling
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326. Discussions and participation in hybrid environment
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
D2L
Beyond CMS (D2L)
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Beyond CMS (D2L)
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017 http://www.sciencedirect.com/science/article/pii/S0360131512001819
111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
118 Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
Wenli Chen, Chee-Kit Looi
Abstract
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
Here is a preliminary plan. We will not follow it strictly; it is just an idea about the topics we would like to cover. Shall there be points of interest, please feel free to contribute prior and during the session.
Keeping in mind the ED 610 Learning Goals and Objectives, namely:
Understand and demonstrate how to write literature review in the field of the C&I research
Understand the related research methods in both quantitative and qualitative perspectives from the explored research articles
Understand how to use searching engine to find meaningful articles
Interpret and do critical thinking in C&I research articles
lets review our search and research skills:
How do we search?
Google and Google Scholar (more focused, peer reviewed, academic content)
SCSU Library search, Google, Professional organization, (NASSP), Stacks of magazines, csu library info, but need to know what all of the options mean on that page
+++++++++++++
PICO framework to structure a question:
Population, Patient, Problem
Intervention
Comparison
Outcome
Subject Guides
Please locate theEducation (Elementary) Education (Secondary) Educational Administration and Leadership (Doctoral) Educational Administration and Leadership (Masters)
at the LRS web page: http://lrts.stcloudstate.edu/library/default.asp
Look for “Research Assistance” and scroll to
Educational Administration and Leadership or any of the four links related to education http://research.stcloudstate.edu/rqs.phtml?subject_id=122
Electronic Journals & the DOI System
What is a DOI? A Digital Object Identifier (DOI) is assigned to electronic journal articles (and selected other online content) to specifically and permanently identify and access that article. Most of the standard academic citation formats now require the inclusion of DOIs within a citation when available.
How to find a DOI: Most current academic journal articles include a DOI (usually listed on the first page of the article). Most library databases list a DOI with the record for recent academic journal articles. Most non-academic articles (including magazine and newspaper articles) as well as many older academic journal articles do not have a DOI. Crossref.org provides a DOI Lookup service that will search for a DOI based on citation information (author’s last name, journal name, article title, etc.).
How to access an article via a DOI: Use the CSU Stanislaus Library DOI Look-up for options provided by the library, including access to the full-text via the publisher’s site or a library database service when available. Other, general DOI look-up systems (CrossRef & DOI.org) usually link to the article’s “homepage” on the publisher’s site (which usually include a free abstract but full-text access is restricted to subscribers).
Ways to find research specific to doctoral student needs (ie: Ways to find dissertations, peer reviewed research sources, research-related information, etc.)
Understand the responsibilities of authorship including copyright, intellectual property, and discipline-based expectations
Excellent discussion on the blend-online listserv on :
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Robert Tousignant Sent: Wednesday, January 21, 2015 11:50 AM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Social network platforms for HigherEd
Also, as mentioned in my previous post, Schoology (http://www.schoology.com) offers an LMS with a modern social media interface and integrations with Facebook, Microsoft OneDrive, etc… you might want to add it to the list as well.
I added both thanks for the update and clarification.
Facebook Group
“Groups for Schools” feature today which will allow American colleges to create Group pages accessible only within the school community.
LinkedIn
LinkedIn is a business-oriented social networking service. Founded in December 2002 and launched on May 5, 2003, it is mainly used for professional networking.
K-12 Edmodo
Edmodo is a social networking site for teachers and students where over 46 million teachers, students, and parents are connecting to collaborate on assignments, discover new resources. Edmodo is a web 2.0 social networking tool for educators to use to communicate with students and parents.
Microsoft OneDrive
A file hosting service that allows users to upload and sync files to a cloud storage and then access them from a Web browser or their local device.
12manage.com
A free management education and business education platform for management and organization of business or education.
Yammer
Yammer a private social network collaboration software and business applications that allows the user to connect to the right people, share information across teams and organize around projects.
Celly
Celly is a platform for ad-hoc social networks that is accessible via iPhone, Android, Web, SMS text and even email. Networks connect individuals and communities for instant and easy communication.
Jive
Jive is a communication and collaboration platform solution for business. Jive enables employees, partners and customers to work together.
Twitter
Twitter is a powerhouse for marketing, communication, business, and even education, letting people from around the world work together, share ideas, and gain exposure to concepts.
Google+ Communities
Google+ is a place to connect with friends and family, and explore interests. Google+ allows the user to share photos, send messages, and stay in touch with the people globally.
Hive Social
Hive Social is a specialist Social Media consultancy, that helps businesses and brands find, connect, build and engage with their online audience through Social Media and Digital Marketing.
Enterprise Hive
HiveSocial for higher education is an enterprise social software, communication and collaboration platform with embedded game mechanics
Socialtext
Socialtext applies Web 2.0 technologies such as enterprise microblogging, enterprise social networking and wikis to the critical challenges facing businesses. Socialtext’s platform allows employees to share expertise, speed workflows, and get their jobs done faster.
Elgg
Elgg an open source social networking software that provides individuals and organizations with the components needed to create an online social environment. It offers blogging, microblogging, file sharing, networking, and groups
“Learning is finding out what you already know, Doing is demonstrating that you know it, Teaching is reminding others that they know it as well as you do. We are all learners, doers, and teachers.”
A Facebook group is probably the quickest, easiest, and will give you the best engagement. Data shows that in the under 25 age group, Facebook groups is still popular.
If you were trying to reach mainly current and future, I would shift to LinkedIn.
All of those other social networks and white label networks require people to remember another log in, site, and place to check and update. You might get good engagement up front, but it will deteriorate.
David Kampmann, M.S. in Ed, CFD | Southeast Technical Institute
Can anyone recommend a good social network platform, preferably Cloud-based, that could be used to facilitate substantive organic communication and collaboration among past, present and future students on a handful of online and blended learning programs?
I am familiar with Google+ Communities, Yammer, Jive and Socialtext, but I am wondering if there are other solutions worth investigating. Facebook at Work might be a possibility, but it is too early to tell. Elgg is also a viable option, especially, a hosted Elgg instance, but identifying a fully functional, customizable and super easy to use and administrate Cloud-first solution is most desirable.
