Speak up! Transforming Classroom Discussions
Some students enjoy speaking up in class while others don't. This is a potential situation in many classrooms. In what ways then, can we promote more students to share their ideas?
This presentation will briefly introduce research undertaken on face-to-face and virtual discussions and discuss some of the literature involved. Based on the findings, I will also highlight some of the benefits of virtual discussions and provide links for experiment in your classrooms.
Speak up! transforming classroom discussions oct 2012Robert Appino
This is my workshop presentation from Learning 2.012.
Some students enjoy speaking up in class and others don't? Why is this? How can we promote more students to share their ideas? This workshop will briefly present research on face-to-face and virtual discussions. It will provide classroom examples and encourage educators to try different ways to reach their students through different modes of class discussions. Participants will apply their learning in this session by engaging in both face-to-face and virtual discussions. Additionally participants will reflect on the uses of face-to-face and virtual discussions and discuss ways to start using this in their classrooms.
What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?
Speak up! Transforming Classroom Discussions
Some students enjoy speaking up in class while others don't. This is a potential situation in many classrooms. In what ways then, can we promote more students to share their ideas?
This presentation will briefly introduce research undertaken on face-to-face and virtual discussions and discuss some of the literature involved. Based on the findings, I will also highlight some of the benefits of virtual discussions and provide links for experiment in your classrooms.
Speak up! transforming classroom discussions oct 2012Robert Appino
This is my workshop presentation from Learning 2.012.
Some students enjoy speaking up in class and others don't? Why is this? How can we promote more students to share their ideas? This workshop will briefly present research on face-to-face and virtual discussions. It will provide classroom examples and encourage educators to try different ways to reach their students through different modes of class discussions. Participants will apply their learning in this session by engaging in both face-to-face and virtual discussions. Additionally participants will reflect on the uses of face-to-face and virtual discussions and discuss ways to start using this in their classrooms.
What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
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?
Social presence theory is a central concept in online learning. Hundreds of studies have investigated social presence and online learning. However, despite the continued interest in social presence and online learning, many questions remain about the nature and development of social presence. Part of this might be due to the fact that the majority of past research has focused on students' perceptions of social presence rather than on how students actually establish their social presence in online learning environments. Using the Community of Inquiry Framework, this study explores how social presence manifests in a fully asynchronous online course in order to help instructional designers and faculty understand how to intentionally design opportunities for students to establish and maintain their social presence. This study employs a mixed-methods approach using word count, content analysis, and constant-comparison analysis to examine threaded discussions in a totally online graduate education course. The results of this study suggest that social presence is more complicated than previously imagined and that situational variables such as group size, instructional task, and previous relationships might influence how social presence is established and maintained in threaded discussions in a fully online course.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college students who learn out loud. The findings show why students are reluctant to speak online, provide a strategy for improving this problem, and highlight the cognitive and social benefits achieved from increasing voice participation. 2014 Sloan-C/MERLOT Emerging Technologies for Online Learning, Featured Session.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Learning is Not a Mechanism: Assessment, Student Agency, and Digital SpacesJesse Stommel
An objective and portable system for grading students was created so that systematized schooling could scale. And we’ve designed technological tools in the 20th and 21st Centuries that have allowed us to scale even further. Toward mass-processing and away from subjectivity, human relationships, and care.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
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?
Social presence theory is a central concept in online learning. Hundreds of studies have investigated social presence and online learning. However, despite the continued interest in social presence and online learning, many questions remain about the nature and development of social presence. Part of this might be due to the fact that the majority of past research has focused on students' perceptions of social presence rather than on how students actually establish their social presence in online learning environments. Using the Community of Inquiry Framework, this study explores how social presence manifests in a fully asynchronous online course in order to help instructional designers and faculty understand how to intentionally design opportunities for students to establish and maintain their social presence. This study employs a mixed-methods approach using word count, content analysis, and constant-comparison analysis to examine threaded discussions in a totally online graduate education course. The results of this study suggest that social presence is more complicated than previously imagined and that situational variables such as group size, instructional task, and previous relationships might influence how social presence is established and maintained in threaded discussions in a fully online course.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college students who learn out loud. The findings show why students are reluctant to speak online, provide a strategy for improving this problem, and highlight the cognitive and social benefits achieved from increasing voice participation. 2014 Sloan-C/MERLOT Emerging Technologies for Online Learning, Featured Session.
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
Graduate Training in 21st Century PedagogyJesse Stommel
If teaching, or related activity, is 40 – 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
It’s important to know what open educational resources are and how we might use them. But it’s just as important to pause and take stock — to think carefully about when and why we might have students working openly on the web. This presentation focuses on the ethical and pedagogical considerations in having students using open resources but also on learning in public, doing public work, and engaging with open learning communities.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Presentation made quarterly to the Teaching and Learning Centers at Portland Community College to explain to instructors what Second Life is from an academic standpoint, and why they may be interested in exploring it in their teaching and learning.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
The Benefits and Challenges of Being Connected: Living, Learning, and Teachin...Richard Beach
Presentation: The Benefits and Challenges of Being Connected: Living, Learning, and Teaching in Virtual Spaces, Athens, Georgia Regional Public Library, October 8, 2015
The Learner, the Curriculum and the WardrobeDr Wayne Barry
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
For more information, visit-www.vavaclasses.com
8. through different modes of class
discussions.
to encourage educators to try
different ways to reach their students
through different modes of class
discussions.
to encourage educators to try
different ways to reach their students
through different modes of class
discussions.
9. What do you think this picture
is communicating to the
audience?
14. 21 Students
14 boys & 7 Girls
Face-to-Face discussions in class
Virtual Discussions in class
Virtual Discussions in class
Virtual Discussions in class
Virtual Discussions in class
15. What is the effect of virtual
discussions on students' participation
and sense of belonging?
19. Jarmon, Lim and Carpenter (2009)
"Introduction Pedagogy, Education and
Innovation in Virtual Worlds"
say virtual worlds will be used more for
teaching and learning in the future.
20. Friedman, Karniel and Dinur’s (2009) study
“Comparing Group Discussion in Virtual and
Physical Environments" found that students
had a higher number of on-topic
discussions in the physical discussion
setting versus the virtual discussion setting
(p. 290).
22. virtual discussions provided more
opportunities for quieter students.
-Carnegie’s (2003, “Teaching a Critical Understanding of Virtual Environments”
23. Carnegie acknowledges that, “[t]he biggest
advantage [of virtual discussions] was
for students who were shy, self-
conscious, or intimidated in
face-to-face group meetings” (2003, p.
63).
26. Susan Cain (2012) confirms this idea by
explaining that ‘quiet’ students feel
comfortable collaborating in an “online
working group” which is similar to a virtual
discussion because “it is a form of
solitude” which better meets the needs
of more introverted learners (p. 111).
29. Wang and Woo’s (2007) study “Comparing
Asynchronous Online Discussions and Face-
to-Face Discussions in a Classroom Setting”
said, “[i]n terms of authenticity, face-to-face
discussions were more real and
authentic than in-class online discussions
because participants could talk to each other
in real time, see their facial expressions and
clarify matters immediately” (p. 282). In this
aspect, face-to-face discussions were
regarded as more superior to online
discussions.
30. Wang and Woo (2007) also said that “online
discussions were more comfortable,
less aggressive and offered more
equal opportunities for
group members to voice
their opinions” (p. 282).
31. Participation increased in virtual
discussions
Quality of participation also increased
during virtual discussions
45.
References
Cain, S. (2012). Quiet: the power of introverts in a world that can't stop talking. New York:
Crown Publishers.
Carnegie, T. A. (2003). TeachingaCritical Understandingof Virtual Environments.
Business Communication Quarterly, 66(4), 55-64.
Friedman, D., Karniel, Y., & Dinur, A. L. (2009). Comparing Group Discussion in Virtual
and Physical Environments. PRESENCE by the Massachusetts Institute of Technology,
18(4), 286-293.
Jarmon, L., Lim, K. Y., & Carpenter, B. S. (2009). Pedagogy, Education and Innovation
in 3-D Virtual Worlds. Journal of Virtual Worlds Research, 2(1), 3-4.
Ligorio, M. B., Cesareni, D., & Schwartz, N. (2008). Collaborative Virtual Environments
as Means to Increase the Level of Intersubjectivity in a Distributed Cognition System.
Journal of Research on Technology in Education, 40(3), 339-357.
Wang, Q., & Woo, H. L. (2007). Comparing asynchronous online discussions and face-
to-face discussions in a classroom setting. British Journal of Educational Technology,
46. Attribution - Visual
Speaking Up by HowardLake http://www.flickr.com/photos/howardlake/5540462170/sizes/l/in/photostream/
SSIS Campus images by rappino
Speaking Up & Raising my hand image by rappino
Research Human Rights Faces image by rappino
Trees by Mark Sebastian http://www.flickr.com/photos/markjsebastian/506960906/sizes/l/in/photostream/
Balloons by Tim Geers http://www.flickr.com/photos/timypenburg/5097328888/sizes/l/in/photostream/
Literature by sweet_redbird http://www.flickr.com/photos/18261299@N00/4806782675/sizes/z/in/photostream/
important: by Valerie Everett http://www.flickr.com/photos/valeriebb/290711738/sizes/z/in/photostream/
Mask by zigazou76 http://www.flickr.com/photos/zigazou76/6824175422/sizes/c/in/photostream/
Minecraft Solitude: by rappino
View from the Top by C.M Keiner http://www.flickr.com/photos/cmkeiner/5230441693/sizes/l/in/photostream/
Speaking Up by HowardLake http://www.flickr.com/photos/howardlake/5540462170/sizes/l/in/photostream/
Resources
Discussions in Classrooms: Comparing Face-To-Face Whole Class Discussions to Virtual Discussions by Robert
Appino
Download Presentation from www.rappino.com
Robert Appino www.rappino.com
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Editor's Notes
This presentation is called Speak Up! Transforming Classroom Discussions. Again, my name is Robert Appino. You can find me on twitter @rappin01
Here is a snap shot of where I work in Ho Chi Minh City, Vietnam. This is the High School building which is the main entrance to the campus. We have over 35 nationalities with 850 student early childhood to Grade 12. One of our principal is actually waving on the far right. I work as a MS Technology Coach and teacher here at Saigon South International School, Saigon (HCMC) Vietnam. I’m excited to contribute to K12Online this year and wanted to say thanks to those that organized.
I want to you to answer the following question(s)
Consider this idea? Some students enjoy speaking up in class while others don't? This is a scenario that most educators are familiar with. How can we promote more students to share their ideas? In this presentation, I will briefly present research on face-to-face and virtual discussions. My over goal with this is to encourage educators to try different ways to reach their students through different modes of class discussions. There isn’t a one size fits all model for the diverse needs of every class.
Goal post image
The research.
The research.
I conducted an Action Research on Face to Face Whole class Discussions compared to Virtual whole class discussions. There were 21 students that were part of this study.
Just to clarify Face to Face discussion is when people have a discussion while occupying the same physical space.
Virtual Discussions are class discussions in a virtual space such as a moodle forum, shared google doc, titan pad, a blog or any other virtual space that promotes discussion. In this study, 21 students in my class were participants in both the face-to-face discussions and the virtual discussions.
My research questions was : What is the effect of virtual discussions on students’ participation and sense of belonging? I wanted to know if students would feel more comfortable participating in virtual discussions vs face to face.
(need image)
The reason I chose to do this study was because in my class of 21, 14 were male and they tended to dominate face-to-face classroom discussions. In contrast, I observed that the quietest female student during class discussion was actually the most active blogger in the class and had a lot valuable thoughts to share. So I wanted to see if it was possible to replicate the feeling of comfort to share ideas when writing in her blog. My idea was to give the students both modes of discussion as a way to better communicate their thoughts.
In this next part, I would like to give an overview of the literature on Face-to-face discussions compared with virtual discussions
We’ve already seen this trend increase in recent years. ((add vw image))
((I was interested in their findings that highlighted that Face to Face interaction resulted in HIGHER frequency of on-topic discussion.
Friedman et all (2009) Second Life is a 3D Virtual World which enables users to create their own virtual persona and potentially interact with other virtual personas. This was used to gage on-topic virtual discussions. The limitation of this study is that students wore a “virtual mask” so to speak thus they may have felt that their actions were not as accountable as in the face to face class discussions. So although students were conducting discussions in both settings they were more likely to go off task when adopting their “virtual mask”
This study enabled me to realize that virtual discussions were a means of encompassing the broader needs to accommodate students to feel nurtured and valued in the classroom environment.
Susan Cain the author of Quiet establishes the fact that extroversion/ or the cult of personality in the US wasn't always valued the way it is today She demonstrates how this historical change came about /and highlights how the "power of personality" or EXTROVERSION came to be the cultural ideal in the US In her book, she skillfully demonstrates that "introversion" is not a negative quality, rather this is seen as time for careful consideration for example, she details the background of Steve Wozniak and other so called introverted people who became publicly successful do to their creativity fueled in their ‘Quiet’ moments She also highlights the ways in which Asian American students engage in school and college life. In her research she found that most Asian students preferred the introverted mode of interaction and for various reasons were more comfortable using this mode of communication The research and underpinnings in her book were interest to me because of the parallels I could see in my own classroom.
Read this slide then say that In this way the book Quiet is a breakthrough in understanding that introversion is not a negative quality and that EXTROVERSION is not the ideal.
Students writing in a gform,
however... Wang and Woo... key point
Summarize my results: What I found in my study was that student participation increased in virtual discussions. Also, the Quality of participation increased in virtual discussions meaning students discussion stayed more on topic in virtual discussions.
It was interesting what was confirmed in my overall findings. In Virtual Discussions Female students where freed from the constraints they felt from whole class discussions which was dominated more by the male students. In the virtual context they were able to be more active participants in discussion and had a higher frequency of on-topic discussions. Additionally, some male students that reacted without thinking during Face-to-Face discussions had a higher frequency of on-topic discussions in Virtual discussions. This could be due to the fact that virtual discussions have a lasting digital footprint and the students have a growing understanding of the implications of this. Also, virtual discussions require students to reread what they are going to say before they post it. Perhaps because they are writing instead of speaking students were more careful with what they were going to say so they could communicate more effectively. This could be something to follow-up on in a future study.
This generation of kids are engaged and feel more comfortable be social “behind the screen”
Kids are engaged by
I would highly recommend integrating virtual discussions into your classrooms. And suggest that you experiment in finding a balance that fits the needs of your particular class.
Of course with anything in the class room there needs to be variety of ways to reach the unique populations within our classrooms.
Here are some useful tools to help you integrate virtual discussions into your classroom. All of these tools are user friendly and have variety of advantages. An easy tool to start with is Google Docs because you can include discussion questions in the google doc and use the chat function to discuss while students are logged into the doc.
Here are some useful tools to help you integrate virtual discussions into your classroom. All of these tools are user friendly and have variety of advantages. An easy tool to start with is Google Docs because you can include discussion questions in the google doc and use the chat function to discuss while students are logged into the doc.
write on today’s meet
If you are interested in the methods and specific findings from my action research paper please click on the link to the full research paper.
References from my paper
Image Attributions. You can follow the links and this presentation via rappino.com.
Get your students to Speak Up and transform your classroom discussions. If you want to contact me you can find me on twitter or via my website. Thank you for the opportunity to be a part of this conference.