Cognition and Social Media: Blended Learning Strategies in the ASL Classroom: June 09 UTASLTA

• what are we trying to teach? to test? • what should we be trying to teach? or what are best-practice approaches to levels of cognition? • statistically, what are students doing in 2009? • traditional lecture vs. blended learning • how can modern ASL teachers better leverage social media in the classroom? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

26. Who does the Code of Ethics protect? a. The d/Deaf person b. The hearing person c. The interpreter d. All of the above Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

remembering recognizing, listing, describing, naming, identifying, locating, finding bullet pointing, highlighting, social/ bookmarking, searching, Googling Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

understanding interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining advanced searching, blog journaling, tagging, commenting, annotating, subscribing Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

applying implementing, carrying out, using, executing, showing, exhibiting running, loading, playing, operating, hacking, uploading, sharing, editing Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

analyzing comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating mashing, linking, reverse engineering, cracking Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

evaluating checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring b/vlog commenting, reviewing, posting, moderating, α/β testing networking, collaborating Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

creating designing, constructing, planning, producing, inventing, devising, making programming, filming, animating, video/ blogging, re/mixing, wiki-ing, publishing, video/podcasting Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Traditional lecture approach synchronous = what lower order Teacher where who Student(s) learning notional cognition Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Blended learning approach 0110110 a/synchronous = why how higher order Teacher Student(s) learning functional cognition 0110110 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Most teens receive and expect feedback on the material they post. (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

creating designing, constructing, planning, producing, inventing, devising, making programming, filming, animating, video/ blogging, re/mixing, wiki-ing, publishing, video/podcasting Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Web 1.0 (~1999) Web 2.0 (~2005) read only (passive) read write (participative) “professional” packaged “amateur” collaborative content content limited user experience rich user experience isolated social control; locked down community trust owning sharing personal websites blogs Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

“...[O]n campus, there is fundamental challenge to...the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by many...universities [schools] and the natural way that young people who have grown up digital best learn.” (Tapscott, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Storytelling Development • Pre-select learning objectives • Based on learning objectives, create rubric for grading (“must include X and Y story/prosodic elements,” “must be about topic X or Y,” etc.) • Assigns students a topic and a timeframe to complete the assignment • Students produce and post 2–5 min vlogs • Arrange immediate feedback loop Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

“Reading” Comprehension • Pre-select learning objectives • Based on learning objectives, create rubric for grading (“must include X and Y linguistic elements,” “must demonstrate X and Y prosodic attributes,” etc.) • Teacher produces story (targeting specific linguistic or prosodic aspects) • Students retell/create the story in a vlog • Arrange immediate feedback loop Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

• multiple opportunities for producing/ why how creating functional language • allows for consistent evaluation by use of rubric for assignment, can give specific feedback/recommendations for additional work in X, Y, and Z areas • takes advantage of canvases on which they’re already used to producing • entertaining and fun Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

• allows for broad creativity within specifications of the assignment • less overhead (students produce artifacts, not teachers) • allows teachers to view micro/macro trends (what is consistently accurate/not accurate) • focuses teachers on scaffolding, not fingerpointing • builds higher level functional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

• prohibitive access to technologies (webcams, broadband internet, etc.) • prohibitive access to social media/ networking sites: YouTube, Facebook, etc. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

• multiple opportunities for producing/ why creating functional language how • students already used to producing materials in this way • entertaining and fun • allows for broad creativity • less overhead (students produce artifacts, not teachers) • offers opportunities to solicit feedback Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Ideas for Adobe Connect Now: • Take a virtual fieldtrip to Gallaudet University • Create a signing study group • Use for mentoring opportunities Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Thank you. dstringham@gmail.com twitter.com/stringd linkedin.com/in/dstringham doug.stringham.net/uvuasl delicious.com/dsasl Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Churches, A. (2007). Edorigami, Bloom’s taxonomy and digital approaches. http:// edorigami.wikispaces.com/Bloom%27s+and +ICT+tools. Anderson, L.W., & D. Krathwohl (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, New York. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Madden, M. Eating, Thinking and Staying Active with New Media. Pew Internet & American Life Project, June 2, 2009, http://www.pewinternet. org/Presentations/2009/15--Eating-Thinking- and-Staying-Active-with-New-Media.aspx, accessed on June 3, 2009. Tapscott, D. Higher Education Is Stuck in the Middle Ages—Will Universities Adapt or Die Off in Our Digital World? Retrieved 16 June 2009 from http://www.alternet.org/module/ printversion/140703 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom: June 09 UTASLTA

by Doug Stringham on Jun 26, 2009

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