• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom: June 09 UTASLTA
 

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

on

  • 4,124 views

Presentation given to all attendees at the 2009 Utah American Sign Language Teachers Association Conference. Presentation discusses how there is a disconnect between learning expectations and student ...

Presentation given to all attendees at the 2009 Utah American Sign Language Teachers Association Conference. Presentation discusses how there is a disconnect between learning expectations and student learning behaviors in ASL classrooms and offers possible brainstorming ideas for collaborative classrooms, evaluation activities, and technologies.

Statistics

Views

Total Views
4,124
Views on SlideShare
4,107
Embed Views
17

Actions

Likes
6
Downloads
3
Comments
0

4 Embeds 17

http://www.slideshare.net 8
http://10.49.32.71 4
http://dmcodyssey.org 4
http://www.mefeedia.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

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

    • Cognition and Social Media: Blended Learning Strategies in the ASL Classroom Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • What I hope to cover in forty-five short minutes: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • • 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
    • Actual ASL/interpreting test questions: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 22 . Who should you learn ASL from? a. Deaf person b. Hearing person c. Skilled signer d. both a & c Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 9. What is this sign? a. CAT b. FATHER c. DEAF d. none of the above 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
    • What are we evaluating? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Cognition or testwiseness? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • What type of cognition are we aiming for? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Bloom’s Taxonomy (1956, revised 2001) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • higher order learning lower order learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • creating evaluating analyzing applying understanding remembering (Anderson & Krathwohl, 2001) 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
    • What type of cognition are we aiming for? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • notional vs. functional Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • “sign X = spoken word Y”? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • not functional; doesn’t teach how or why, only what. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • L2 learners really want functional knowledge of L2 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • “How do I order a hamburger?” Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • “What’s the sign for ‘hamburger’?” Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • creating evaluating analyzing applying understanding remembering Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • creating evaluating analyzing applying understanding remembering 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
    • teacher/facilitator + technology(ies) + asynchronous learning possibilities Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Teacher leverages face-to-face time for functional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Students can work asynchronously for both functional and notional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Your students already work this way. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 70% females vs. 57% males on social network sites (Pew Internet & American Life Project, 2004) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 74% adults, 93% 12–17 year olds use internet (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 71% of 12–17 year olds use cellphones (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 69% using cloud computing/internet apps (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • 64% of teens create online content (Pew Internet & American Life Project, 2009) 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
    • Social media tools offer the opportunity to solicit feedback and shape critical conversations. 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
    • Higher order learning = greater student retention Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Look at what’s out there now. 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 ©2009 Doug Stringham
    • 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 ©2009 Doug Stringham
    • 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 ©2009 Doug Stringham
    • Is this what you want your students copying, emulating, and learning from? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • What is the social web or social media? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Social constructivism Vygotsky Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Social groups collaborate to create a culture, knowledge, and learning artifacts for each other Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Evolution of Internet discourse: 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
    • What kinds of device technologies? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Traditional desktop/laptop personal computer Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • traditional/ enhanced cell phones iPhone Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • gaming hybrids 3G phones Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Internet usage represents a major shift in educational psychology and pedagogy. 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
    • If we’re not familiar with or using these tools, we’re not connecting with students. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • What blended learning strategies/approaches could work in an ASL classroom? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Depends on what level of learning we’re aiming for. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • We finally have four- dimensional learning artifacts. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Video. Video. Video. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Asynchronous activities: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Vlogs (for assignments, quizzes, or tests) 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
    • How is this beneficial? 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
    • What are the constraints? 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
    • Collaborative classrooms (for assignments, quizzes, tests, community) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • facebook.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • ning.com 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 ©2009 Doug Stringham
    • google.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • ASL101 Homepage Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • How is this beneficial? 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
    • Testing and evaluations (for assessing knowledge, constructing opinions, observing) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • docs.google.com 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 ©2009 Doug Stringham
    • Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • edublogs.org / blogger.com 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 ©2009 Doug Stringham
    • wikispaces.com 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 ©2009 Doug Stringham
    • Synchronous activities: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • acrobat.com 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 ©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
    • Skype Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • SightSpeed Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • ooVoo Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • tokbox 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 ©2009 Doug Stringham
    • Your students have already shifted to learning this way. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Education is not the filling of a pail, but the lighting of a fire. (William Butler Yeats) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
    • Let the brainstorming begin. 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