Building Engaged-Learning Communities in Large Online or Hybrid Classes By Minjuan Wang Associate professor San Diego State University [email_address]

Agenda for Our 30 Minutes Principles for building communities Characteristics of engaged-learning communities Cybergogy (Wang & Kang, 2006) Interesting cases: Good practice: EDTEC Social software Facebook groups WineKnow” Large hybrid classes in Shanghai “ What about culture?

Principles for building communities

Characteristics of engaged-learning communities

Cybergogy (Wang & Kang, 2006)

Interesting cases:

Good practice: EDTEC

Social software

Facebook groups

WineKnow”

Large hybrid classes in Shanghai

“ What about culture?

Characteristics of Learning Communities ( Palloff & Pratt) Active interaction Sharing of resources Collaborative learning Socially constructed meaning Expressions of support and encouragement exchanged between students, Peer review

Active interaction

Sharing of resources

Collaborative learning

Socially constructed meaning

Expressions of support and encouragement exchanged between students,

Peer review

Establish their own goals Explore appropriate resources Plus Engaged-Learning Work with others in groups and construct knowledge in meaningful ways

Establish their own goals

Explore appropriate resources

Engaged?

Engaged!

Community?

Cybergogy for Engaged Learning (Wang & Kang, 2006) Pedagogy Andragogy Cybergogy

Course Design Framework Engaged Learning Cognitive Factors Online Learning Environment Feeling of self Feeling of community Feeling of learning atmosphere Feeling of learning process Emotive Factors Personal attributes Context Community Communication Social Factors Prior knowledge/Experience Achievement of goals Learning activity Cognitive/learning style Cognitive Factors Emotive Factors Social Factors Cognitive Load Theory Behaviorism Social Constructivism Keller’s ARCS Constructivism Adult Learning Theory

Feeling of self

Feeling of community

Feeling of learning atmosphere

Feeling of learning process

Personal attributes

Context

Community

Communication

Prior knowledge/Experience

Achievement of goals

Learning activity

Cognitive/learning style

Social presence presenting oneself as a “real person” in a virtual learning environment Cognitive presence sharing information and resources, and constructing new knowledge About Presence

Social presence

presenting oneself as a “real person” in a virtual learning environment

Cognitive presence

sharing information and resources, and constructing new knowledge

Emotive presence expressing feelings of self, others, learning atmosphere and process Teaching presence Strategies to increase all presence About Presence (2)

Emotive presence

expressing feelings of self, others, learning atmosphere and process

Teaching presence

Strategies to increase all presence

Sample Strategies Designing engaging instruction interactive, collaborative or solo and competitive Facilitating online communication Cultivating a better sense of self

Designing engaging instruction

interactive, collaborative or solo and competitive

Facilitating online communication

Cultivating a better sense of self

How we teach in EDTEC (Educational Technology )

Follow a path of inspiration to better design, to better implement.

A “Homemade” Online Teaching System ( Real Producer )

http:// edweb.sdsu.edu/newedweb/chat.htm

Breeze, Ah, Breeze! (AdobeConnet)

Sample Strategies (2) Detecting students’ emotional cues online Considering cultural and linguistic differences

Detecting students’ emotional cues online

Considering cultural and linguistic differences

Course Components affecting participation Communication tools Teamwork vs. individual assignments Types of assessment Ways of teaching

Communication tools

Teamwork vs. individual assignments

Types of assessment

Ways of teaching

Views on communication Perceptions of the instructor China, Korea, the U.S. Perceptions of individual assignments and teamwork

Views on communication

Perceptions of the instructor

Increasing Presence with Web.2.0 Tools Using Social Software to Deepen the Sharing of Personal Concerns and Emotions http://en.wikipedia.org/wiki/Web_2.0

Types of Social Software Instant Messaging (IM) Blogs /Weblogs (Blogger) Wikis (Wikipedia) Internet Chat (Breeze) Podcasting Forums (BB Discussion) Social network services (Meetup) Social bookmarks (Furl) Social citations (CiteULike) Social Libraries (Folksonomy) Social Shopping (eBay) Peer-to-peer social networks (Limewire, Napster) Collaborative real-time editing (Writely) Virtual presence (facebook) Virtual worlds (second life) Online Games (MMOGs) Other Specialized Apps

Instant Messaging (IM)

Blogs /Weblogs (Blogger)

Wikis (Wikipedia)

Internet Chat (Breeze)

Podcasting

Forums (BB Discussion)

Social network services (Meetup)

Social bookmarks (Furl)

Social citations (CiteULike)

Social Libraries (Folksonomy)

Social Shopping (eBay)

Peer-to-peer social networks (Limewire, Napster)

Collaborative real-time editing (Writely)

Virtual presence (facebook)

Virtual worlds (second life)

Online Games (MMOGs)

Other Specialized Apps

Social Software: Quick Comparison Blogs Wikis Podcasts Chat Primarily single author Usually many authors Single producer Peer-to-peer Reverse chronological Hypermedia based on content Linear programming Linear conversational Supports graphics some limitations Supports graphics some limitations Graphics or video based on player Video telecon pos No graphics External links, can do internal Internal & External links Linking capability limited External links only Often personal views Usually objective Both personal & objective Personal discussion Browser-based Browser-based Create offline Req IM client Veracity of info; Vandalism if not controlled Veracity of info; Vandalism if not controlled Veracity of info; no mechanism for comment Compatibility of chat clients; intruders

Cybergogy In Action w i n e k n o w l e a r n d r i n k s h a r e

Connecting Learners Through Facebook Wine know: http://www.facebook.com/group.php?gid=42926739007#/pages/WineKnow/86922896465 The Health Nuts Project: https://sites.google.com/site/teamhealthnuts/ http://www.facebook.com/n/?group.php&gid=74425378850&mid=7264b9G1f4c45a5G1996b97G6

Wine know: http://www.facebook.com/group.php?gid=42926739007#/pages/WineKnow/86922896465

The Health Nuts Project:

https://sites.google.com/site/teamhealthnuts/

http://www.facebook.com/n/?group.php&gid=74425378850&mid=7264b9G1f4c45a5G1996b97G6

The Really Large Classes An Online College in Shanghai 1000—5000 students per class Their goal: 10,000 One instructor + a few teaching assistants A central call center

An Online College in Shanghai

1000—5000 students per class

Their goal: 10,000

One instructor + a few teaching assistants

A central call center

Available Everywhere Updateable Anytime SJTU ， ZJU XJTU Ning Xia University 西藏大学 Xin Jiang University Yan ’ an University IP Network 教室群 Tibet University Classroom Cluster Two-Way Satellite Shanghai Telecom ADSL 2.5G/3G Mobile Users

E-Learning Classroom (hybrid)

One Way Out: Enter mLearning Focuses on learner mobility not only technological mobility

Learner Mobility

Mobile Learning Mobile Client Interface An English Class

If None of the Above Works for you, Try Virtual Worlds (Second Life)!

NBC: THE OFFICE “The Ad” OCTOBER 25, 2007

Science in Second Life Global Kids - science curriculum TOURING A SUSTAINABLE WATER TREATMENT PLANT

Student Reflections Suffern Middle School STUDENTS ACTING AS JURY IN “OF MICE AND MEN”

Questions? Email: mwang@mail.sdsu.edu