DLA 2010 Who Done It?

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Presentation from the 2010 DLA Conference, Jekyll Island, Georgia: Who Done It? Practices for engaging students in online groups

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DLA 2010 Who Done It?

  1. 1. Practices for engaging students in online groups<br />Who Done It?<br />
  2. 2. Compass Knowledge Group<br />Instructional Designers<br />Elizabeth AdkinsMary Bruder<br />
  3. 3. Since it is imperative that all involved in a group assignment participate equally, we’ve created some highly engaging activities using collaborative technologies. This session will show some of the tools to use, how to use them, and will provide the materials to set up your own engaging projects.<br />Introduction<br />
  4. 4. You want us to listen to what?<br /><ul><li>Theoretical Framework
  5. 5. Demo
  6. 6. Blog
  7. 7. Wiki
  8. 8. Interactive Storytelling
  9. 9. Assessment </li></li></ul><li>First things first….Tell us about YOU!<br />Get Out Your Cell Phones! <br />
  10. 10. How To Vote via Texting<br />EXAMPLE<br />Standard texting rates only (worst case US $0.20)<br />We have no access to your phone number<br />Capitalization doesn’t matter, but spaces and spelling do<br />TIPS<br />
  11. 11. Theoretical Framework: What’s the research say?<br /><ul><li>Community
  12. 12. Participation
  13. 13. Collaborative Learning
  14. 14. Teamwork
  15. 15. Communication
  16. 16. Knowledge is Power</li></li></ul><li>Theoretical Framework: What’s the research say?<br /><ul><li>Community
  17. 17. Participation
  18. 18. Collaborative Learning
  19. 19. Teamwork
  20. 20. Communication
  21. 21. Knowledge is Power</li></li></ul><li>Theoretical Framework: What’s the research say?<br /><ul><li>Community
  22. 22. Participation
  23. 23. Collaborative Learning
  24. 24. Teamwork
  25. 25. Communication
  26. 26. Knowledge is Power</li></li></ul><li>Theoretical Framework: What’s the research say?<br /><ul><li>Community
  27. 27. Participation
  28. 28. Collaborative Learning
  29. 29. Teamwork
  30. 30. Communication
  31. 31. Knowledge is Power</li></li></ul><li>Theoretical Framework: What’s the research say?<br /><ul><li>Community
  32. 32. Participation
  33. 33. Collaborative Learning
  34. 34. Teamwork
  35. 35. Communication
  36. 36. Knowledge is Power</li></li></ul><li>Theoretical Framework: What’s the research say?<br /><ul><li>Community
  37. 37. Participation
  38. 38. Collaborative Learning
  39. 39. Teamwork
  40. 40. Communication
  41. 41. Knowledge is Power</li></li></ul><li>Web Log Discussions<br />
  42. 42. Asynchronous Communication<br />A tool where individuals post commentary, describe events, share information through countless multimedia sources<br />Holds a group discussion on one page<br />Allows for interactive posts and replies<br />From professional news to personalnews…<br />
  43. 43. Description of Clinical Birth Experiences<br />Students responded to Instructor Questions, Storytelling, Posts related to the Framework behind Clinical Practice <br />Personal news reports came in the form of commentary & experiential descriptions, photos<br />Clinical Nursing Midwifery Course<br />
  44. 44. Community-based Learning Journal<br />Future usage for E-Portfolio<br />Platform for Student Encouragement<br />Self-Analysis & Reflection<br />Usage of tools outside the LMS<br />Storytelling<br />Ease of Usage<br />Customizable<br />Free<br />Benefits<br />
  45. 45. Privacy & Patient Information<br />Casual Commentary & Professionalism<br />Usage of tools outside the LMS<br />Training Student Users<br />Extend Reach of DL Programs<br />Important Considerations<br />
  46. 46. FAST web production….<br />
  47. 47. Asynchronous Communication<br />A tool where individuals create web pages quickly, collaboratively, virtually<br />Ease of Use<br />Instantaneous editing<br />Digital Accountability<br />From their website to my website..<br />
  48. 48. Students worked in groups collaboratively on Case Study Assignments to formulate clinical diagnosis<br />Collaboration also fostered community where students actively used “widget” features<br />Nursing Health Assessment Course<br />
  49. 49. Community Feel<br />Future usage for E-Portfolio<br />Usage of tools outside the LMS<br />Ease of Usage<br />Customizable<br />Accountability<br />Free<br />Benefits<br />
  50. 50. Privacy & Patient Information<br />Casual Commentary & Professionalism<br />Usage of tools outside the LMS - Reliability<br />Training Student Users – Big Learning Curve<br />Extend Reach of DL Programs (Marketing usage?)<br />Scaffolding for Larger Classes<br />Important Considerations<br />
  51. 51. Interactive Discussion<br />VoiceThread<br />
  52. 52. Voice Thread is:<br />A tool for having conversations around media-images, videos, documents, presentations<br />Holds a group discussion on one page<br />A Synchronous or asynchronous tool <br />Allows Interactive posts and replies<br />Display intro sample: http://voicethread.com<br />Synchronous/Asynchronous<br />
  53. 53. Add Media: What could you use? <br />Images<br />Documents<br />Videos<br />PDF, Word, Excel, PPT, Images, Videos<br />Import photos from Flickr, Facebook, or WebCom<br />Combination of Media<br />Media Features<br />
  54. 54. Synchronous/Asynchronous<br /> Five interactions for posts and replies can be used in a voice thread: <br />What would you use?<br />Telephone<br />Webcam<br />Microphone<br />Typing<br />Audio file – MP3 or WAV <br />
  55. 55. http://voicethread.com<br />Voicethreads for Education # 8<br />Examples<br />
  56. 56. Register Instructor<br />Register Students<br />Account <br />
  57. 57. Create<br />Comment<br />Publish<br />Open to students<br />Instructor Voice Thread<br />
  58. 58. Introduction to Course<br />Student Introductions<br />Discussions<br />Present Content<br />Live Chats<br />Some Ways to Use Voicethreads<br />
  59. 59. In one of the Nursing courses at Florida Hospital College of Health Sciences (FHCHS), the instructor uses VoiceThread to post a case study.<br />It was important for the instructor to hear how the student would speak to a patient and physician in a clinical setting.<br />Students used voice thread to respond through audio to the case study.<br />Nursing Course<br />
  60. 60. Create/Comment/Publish<br />A picture of a nurse talking to a patient was uploaded<br />The case study for the student to respond to was recorded<br />The VoiceThread was published<br />
  61. 61. Student Responds<br />The student listens to the Case Study<br />The student records and saves their response to the VoiceThread<br />The instructor opens the responses to other students or keeps the responses private (Open only to the instructor)<br />
  62. 62. http://voicethread.com<br />What do you think?<br />Other Examples<br />
  63. 63. Voice thread adds a sense of community<br />Adds personal application through voice and not just typing<br />Sends an update to the instructor when additions are made to the site<br />Provides accountability for grading purposes<br />Benefits<br />
  64. 64. See Michelle Pacansky-Brock’s assessment of the effects of VoiceThread.<br />See Michelle’s blog "VoiceThreads of Inclusivity“<br />http://mpbreflections.blogspot.com<br />Voice Threads Effect on Learning<br />
  65. 65. Discussion Thread <br /> Student training to create a wav file<br />Easy to upload<br />Easy to create<br />No charge<br />Easy to add to site<br />Voice Thread<br />Student training to create a voice thread<br />Aesthetic Appeal<br />Additional features<br />Synchronous use<br />No charge for basic package/60.00 for additional features<br />Requires extra time to add to site<br />Pros and Cons<br />
  66. 66. Cost<br />http://voicethread.com/products<br />See the “Higher Ed pro” version<br />
  67. 67. Setting Participation Expectations<br />Setting the Tone <br />Structuring Discussions/Projects<br />Roles & Responsibilities<br />Assessment & Feedback<br />
  68. 68. Wiki’s , Blogs and Voice Thread<br />Voice Thread<br />http://fp.dl.kent.edu/fcubed/modules/modules/goalsassessment/examples.html<br />http://www.westga.edu/~distance/roblyer32.html<br />http://lpc1.clpccd.cc.ca.us/lpc/blackboard/best_practices/<br />Rubrics to Assess Group Work<br />
  69. 69. Graff, M. (2006). The importance of online community in student academic performance. The Electronic Journal of e-Learning, 4(2), pp. 127-132. <br />Dunlap, J. (2009). Down-and-dirty guidelines for effective discussions in online courses. In P. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke (Eds.) The CU Online Handbook: Teach differently: Create and collaborate (pp. 93-99). Denver: University of Colorado Denver. Retrieved from: http://www.cudenver.edu/Academics/CUOnline/FacultyResources/Handbook/Documents/2009/CU_Online_Handbook_2009.pdf<br />Resources<br />

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