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Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
Online Learning In The Social Web: social media, web2.0, elearning, education
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Online Learning In The Social Web: social media, web2.0, elearning, education

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One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students …

One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?

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  • Great presentation about social software in education! With case-study and data form students opinons! Nice work!
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  • BECAUSE IT IS SO HARD TO GET TO THE DIFFERENT SITES WHEN USING THE BLACKBOARD, IT WOULD BE HELPFUL IF A STUDENT COULD HAVE A SLOT WHERE HE CAN NAVIGATE BY TYPING IN THE THE PLACE WHERE HE WANTS TO GO. FOR EXAMPLE, I HAVE NEVER BEEN ABLE TO GET THE SYLLABUS. IT NEVER APPEARS WHEN I CLICK IT. IT MAY APPEAR IF THERE WAS A SLOT WHERE I COULD TYPE THE COURSE AND THE SYLLABUS FOR THE COURSE. WRIGHTINGS ARE TOO SMALL IN SOME PLACES. MORE ACCURATE IS THE WORD TINY. I AM SURE THAT THERE ARE OTHER EXAMPLES WHICH I WILL OBSERVE AND OST AT ANOTHER TIME. THANK YOU FOR THIS OPPORTUNITY-I FEEL BETTER.
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  • THANK YOU FOR YOUR HELP. HOWEVER, I THINK THAT IN THIS CIRCUMSTANCE, A DIAGRAM SITUATION WOULDBE HELPFUL. FOR EXAMPLE, WHEN I PURCHASE A COMPUTER OR ANY EQUIPMENT THAT NEEDS DIRECTION AS TO HOW TO ASSEMPLE IT, THERE IS ALWAYS THE DIAGRAM. AS IN THE WAY YOU WRITE THE INSTRUCTIONS. DIAGRAMS ACCOMPANYING THE EXPLAINATIONS WOULD BE HELPFUL. ONE CAN ALWAYS LOOK OVER THE DIAGRAM THAT IS POSTED ABOVE THE WORKSPACE. IN TIME THE STUDENT WILL BE ABLE TO COMPLETE THESE ACTIONS FROM MEMORY.
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  • 1. Online Learning in the Social Web Michelle Pacansky-Brock email: mpb@teachingwithoutwalls.com blog: http://mpbreflections.blogspot.com 1 Wednesday, April 7, 2010
  • 2. The skills and tools necessary for effectively teaching an online class are changing along with the learning trends of our college students. 2 Wednesday, April 7, 2010
  • 3. Objectives: Trace the current learning trends of college students, stressing the relevance of participatory learning. Identify skills and tools necessary for teaching interactive online learning environments 3 Wednesday, April 7, 2010
  • 4. Who is Learning Online? •In 2008, 1 in 4 college students were enrolled in at least one online class (4 million+ total) • 82% of online college students are undergrads •Undergraduates (18-24) do not remember life before the internet Allan and Seaman. Learning on Demand: Online Education in the United States, 2009. Babson Research Group and Sloan Consortium. http://www.sloan-c.org/publications/ survey/learning_on_demand_sr2010 4 Wednesday, April 7, 2010
  • 5. New Generation, New Society Haaaley on Flickr Taminator on Flickr 5 Wednesday, April 7, 2010
  • 6. A Student’s Life Outside the “Classroom” • Socialize face-to-face and online • 95% of 18-24 year olds use a social network (70% daily) • Create & share online content • 45% share videos online (YouTube) • 42% contribute content to wikis • 37% contribute to blogs • 35% use podcasts • Have immediate access to information • 86% own a cell phone • 51% own a hand held internet device Source: Smith, Salaway, Borreson Caruso. ECAR Study of Undergraduate Students and IT, 2009. 6 http://www.educause.edu/ecar Wednesday, April 7, 2010
  • 7. Participatory Learning is Commonplace “Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.” The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the assistance of Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachussets, 2009. Wednesday, April 7, 2010
  • 8. Use of Technology in College Learning - Is It Relevant for Today’s Students 89% of undergrads have used a Learning Management System (Blackboard, Moodle, etc.) • 67% used PowerPoints • 28% used social networking • 47% used Spreadsheets • 12% used blogs for learning • 73% used college website • 6% used podcasts for learning Source: Smith, Salaway, Borreson Caruso. ECAR Study of Undergraduate Students and IT, 2009. 8 www.educause.edu/ecar Wednesday, April 7, 2010
  • 9. Learning Management System Marketshare 9 Wednesday, April 7, 2010
  • 10. Observations • Online classes are now an expectation of today’s student. • Colleges/universities have responded with increasing offerings each year • 17% increase in online in 09, 1.2% overall higher ed (Sloan-C) • The learning environments within online classes are reflective of tools provided within the LMS package and lack opportunities for student-generated content and participatory learning in a visual, multimedia context. 10 Wednesday, April 7, 2010
  • 11. New Approaches to Online Teaching “In reviewing the literature, many suggest that while the content and the learning outcomes are the same, the manner in which that content is delivered and the interactions with students are quite different.” Watwood, Nugent and Deihl. “Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning,” VCU Center for Teaching Excellence, 2009. 11 http://blog.vcu.edu/cte/2009/05/cte_white_paper_on_online_teac.html Wednesday, April 7, 2010
  • 12. New Approaches to Online Teaching •Web 2.0 and social media hold enormous potential for 21st century online learning • delivery of content • interactive, participatory student learning Watwood, Nugent and Deihl. “Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning,” VCU Center for Teaching Excellence, 2009. 12 http://blog.vcu.edu/cte/2009/05/cte_white_paper_on_online_teac.html Wednesday, April 7, 2010
  • 13. What has not changed? 13 Wednesday, April 7, 2010
  • 14. Effective Teaching Online Practices Remain Unchanged Chickering and Gamson, 1987 • Encourage student-faculty contact • Encourage cooperation among students • Encourage active learning • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning 14 Wednesday, April 7, 2010
  • 15. Online Instruction Models Rubric for Online Instruction (CSU Chico) http://www.csuchico.edu/celt/roi/ Best Practices for Online Delivery Instruction (FSU) http://wiki.ferris.edu/fckb/index.php/ FSU_Best_Practices_for_Online_Delivery_of_Instruction 15 Wednesday, April 7, 2010
  • 16. Effective Online Course Design Models Remain Unchanged Learning Management System (Blackboard, Moodle, etc.) asses smen t asses smen t asses smen t unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9 16 Wednesday, April 7, 2010
  • 17. Effective Design of an Online Learning Unit Remains Unchanged Anatomy of a Learning Unit 17 Wednesday, April 7, 2010
  • 18. What has changed? Delivery of Content Interactions with Students Watwood, Nugent and Deihl. “Building from Content to Community: [Re]Thinking the Transition to Online Teaching and Learning,” VCU Center for Teaching Excellence, 2009. 18 http://blog.vcu.edu/cte/2009/05/cte_white_paper_on_online_teac.html Wednesday, April 7, 2010
  • 19. How does Web 2.0 differ from Web 1.0? content created by web specialists web users read, collaborate, content created by anyone web users “read” content edit, and participate http://docentesenextremadura.wikispaces.com/PALE.Web+2.0+applications 19 Wednesday, April 7, 2010
  • 20. New Tools for Online Learning Web 2.0 • collaborative, participatory learning • encourage social connections • critical thinking through content creation • opportunities for real world learning • text, images and video (the human voice!) • personalized learning spaces • community building powerhouses 20 Wednesday, April 7, 2010
  • 21. New Skills and Challenges • Staying current on new tools • Writing rubrics for participatory learning activities • Rethinking your online course assessment plan • what weight will participatory learning activities carry? • formative vs. summative assessments • Stronger emphasis than ever on facilitation skills Laurie Burruss • Community building is paramount 21 Wednesday, April 7, 2010
  • 22. Course Delivered in an LMS & Enhanced with Web 2.0 Tools Blackboard Blackboard • announcements • weekly units • grades • collaborative learning activities • students apply new concepts/ideas in a peer- to-peer setting w/feedback from instructor • students maintain a reflective blog responding to specific prompts (writing enhanced with media) • environment provides for personalization and socialization • students complete summative evaluations (3 times/semester) 22 Wednesday, April 7, 2010
  • 23. http://www.voicethread.com 23 Wednesday, April 7, 2010
  • 24. Comments from students in response to video feedback to a specific prompt (on first slide). student(s) from Comments in text, audio or video. instructor 24 Wednesday, April 7, 2010
  • 25. Student text comment. Student audio comment. 25 Wednesday, April 7, 2010
  • 26. Compare to the Blackboard Discussion Board text-centric 26 Wednesday, April 7, 2010
  • 27. 27 Wednesday, April 7, 2010
  • 28. please view this VT presentation for more examples and student comments, survey feedback http://voicethread.com/share/908650/ 28 Wednesday, April 7, 2010
  • 29. Student Survey Results 101 students surveyed, 87 responses received (88% response rate) 80% strongly agreed or agreed that VoiceThread contributed to establishing a sense of community in the class. 88% strongly agreed or agreed that VoiceThread enhanced their ability to understand visual concepts (vs. learning in Blackboard alone). (Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 30. Student Survey Results 101 students surveyed, 87 responses received (88% response rate) 94% strongly agreed or agreed that hearing their online instructor’s voice through VoiceThread’s audio comment feature increased their sense that she was actively present in their learning experience (versus text-only feedback). (Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 31. Student Survey Results 101 students surveyed, 87 responses received (88% response rate) 98% strongly agreed or agreed that receiving video communications from their instructor through VoiceThread’s webcam video comments increased their sense that she was actively present in their learning experience (versus text-only communications). (Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 32. Student Comments I think that the rapport is equal if not more between the students in this particular class compared to actually attending one on campus. ... In a campus-based class no one would hardly ever have the chance to read each others' work. When signing up for this class I thought it would be the same as the others… a bunch of reading, no interaction and the occasional test. This class was nothing like I had ever taken before. I really enjoyed all the interaction between the students. It is pretty close to actually having a class without actually being present. (Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 33. Student Comments (cont’d) VoiceThread is an amazing tool and a great way to bring the students/teacher together and to learn. I really feel that this tool was a big part of our learning and I hope to see more teachers utilizing it in their on-line classes. ... I truly am not looking forward to the end of this class. [The professor] has created a virtual world for her students to communicate with each other and learn from each other. The VoiceThread provided an opportunity for all of us to see each others' comments. It helped me to learn and feel like I was a part of a class even though I was in class from my home. (Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 34. a simple, FREE way to leverage social networking interface for learning, within a closed-environment 34 Wednesday, April 7, 2010
  • 35. Active Learning with Blogs Weekly Prompts to Apply New Ideas, Learn from Each Other 2 images: same object phographed by student in two different lighting conditions 500 word written analysis of observations, applying color and light terms . Comments from other students, noting additional observations and replying to students’ analysis. 35 Wednesday, April 7, 2010
  • 36. Active Learning with Blogs Art Visit: • attend a major art museum or two gallery openings • view artworks, apply key terms learned in class • write a 1,000 word reflection of your visit • document visit with photos • post to your blog in Ning Outcomes: Collaborative blog environment promotes sharing of different perspectives and ideas. Students often attend the same exhibit and have completely different experiences, identify similar or different “favorite” works of art. Connects curriculum to real world. 36 Wednesday, April 7, 2010
  • 37. Sample Reflective Blog Rubric Adapted from http://edweb.sdsu.edu/courses/edtec296/assignments/blog_rubric.html 37 Wednesday, April 7, 2010
  • 38. Ning Student Page Sample Options for Personalized Learning Environment may add images (this student chose to scan and share a collage assignment that was submitted as part of an exam) may share videos from YouTube blog (only required Ning element for the course) 38 Wednesday, April 7, 2010
  • 39. Communicate “Community” as a Course Value •establish “community groundrules” •hold students accountable to them • participate in the community, modeling these defined behaviors •students will feel safe, ensured that they’re working with shared values and goals 39 Wednesday, April 7, 2010
  • 40. Customize Profile Questions build community, get to know your students, identify concerns immediately ‘open’ questions are posted to the student’s profile page for other students to view ‘locked’ questions are private exchanges btw student & instructor 40 Wednesday, April 7, 2010
  • 41. Be Creative! Masterpiece Blog Award: Peer-nominated award for blogging excellence. Winner receives prestigious extra credit prize. Builds community. Enhances engagement, morale. 41 Wednesday, April 7, 2010
  • 42. Student Survey Results 161 students surveyed, 138 responses received (86% response rate) 81% of students surveyed reported the use of Ning created a sense of community in this class. (Macfarlane, Molina, Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 43. Student Survey Results 161 students surveyed, 138 responses received (86% response rate) 68% of students surveyed reported they spent more time to write their blog posts in Ning than they would to write a traditional discussion board post. 83% of students surveyed reported the use of the blogs and comments in Ning was an effective discussion tool. (Macfarlane, Molina, Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 44. Student Survey Results 161 students surveyed, 138 responses received (86% response rate) 76% of students surveyed reported the sharing of pictures and videos in Ning resulted in a more personalized learning experience than text-based learning alone. 90% of students surveyed reported seeing pictures of their fellow classmates helped them feel more connected to the class discussions than text-based learning alone. (Macfarlane, Molina, Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 45. Student Comments Please provide some feedback about the way Ning has been used in this class. Has it been helpful? Why or why not? How would you change the way it's being used? Ning is a great way to keep the atmosphere upbeat. Makes the class seem less cold as an online class tends to be, makes it friendly and very interactive with other students. I love Ning! There is such a sense of accomplishment when I look at my page. Knowing that I wrote all those blogs and other students read and appreciate them is such a motivator to continue the good work. (Macfarlane, Molina, Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 46. Student Comments (cont’d) I really enjoyed NING because honestly it reminded me a lot of myspace/facebook. I could talk with my peers whenever I needed to and it was really effective to blog my thoughts and assignments and see other students do the same. It was odd at first, seeing people's pictures and 'blogging', as I have never participated in this kind of forum before, but I found that I liked it, I felt more like I knew my fellow classmates than in other classes. Ning makes it feel like a classroom, I mean we're all here at some time or another interacting with one another. (Macfarlane, Molina, Pacansky-Brock, 2008) Wednesday, April 7, 2010
  • 47. Teaching with Ning Resources www.teachingwithoutwalls.com/resources 10-minute video showcasing the Ning interface and how to integrate it with an LMS for PDF - how to create a online learning closed Ning network 47 Wednesday, April 7, 2010
  • 48. Teaching with VoiceThread Resources www.teachingwithoutwalls.com/resources PDF - how to comment in PDF - how to create a a VoiceThread VoiceThread 48 Wednesday, April 7, 2010
  • 49. by Valerie Everett on Flickr Michelle Pacansky-Brock mpb@teachingwithoutwalls.com 49 Wednesday, April 7, 2010

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