This is a case study of how I used Google tools to build networked and collaborative learning spaces to promote a community of Inquiry. I share what worked and didn't. The student names have been carefully blocked out from the slides.
2. Use charts to explain your ideasDigitally Networked Classroom
Image Courtesy - Networked Learning Pradigm by Participatory Learning
https://www.flickr.com/photos/49653615@N00/3677544652
Networked learning
is learning in which
information and
communications
technology (ICT) is
used to promote
connections: between
one learner and other
learners; between
learners and tutors;
between a learning
community and its
learning resources.
Goodyear, P., Banks, S., Hodgson, V., &
McConnell, D. (Eds.). (2006). Advances
in research on networked learning (Vol.
4). Springer Science & Business Media.
3. Use charts to explain your ideasREFLECTIONS ON MY TEACHING EXPERIENCE
ENG 201 – Experiencing Literature Course
Fall 2015
Community
of Inquiry
Reader
Response Theory
Critical
Reading
4. ENG 201 Course description
British Imperialism in India
Thanks to Laurence Musgrove for this illustration of
the Reader Response theory
Image Courtesy: the Illustrated Professor
http://www.theillustratedprofessor.com/tag/reader-response-theory/
I linked the writings
of
Gandhi and Orwell
My Pedagogical Focus – Applying the Reader Response Theory
7. What is your idea of Experiencing Literature?
How to build a
learning
community?
Task design
using
Google Plus
Communities
8. What Worked?
◉Common and single space
◉Ease of interaction
◉Media/video
◉Polling
◉Open Educational Resources
alternate approach - Digital Writing
What Didn’t?
◉didn’t go beyond one IRF loop
IRF = Initiation, Response, Feedback
#1 - How to Design the Digital Learning Space ?
9. How to Design the Digital Learning Space ?
Watch a Video followed by a quiz
The Power
of
Networks
Video and
Quiz within
the same
space
11. How to strengthen reading strategies ?
Reading
Motivation
Issues ?
Task design
using
Google Slides
Tiers of interaction was
possible using Google
Slides.
12. What Worked?
◉Evidence building
◉empathy for peer’s challenge
◉links between tasks
What Didn’t?
◉the “Frustration with reading” task
became a cop-out for aiming low
◉discussion was limited
◉I couldn’t channel the
conversation
#2: How to strengthen reading strategies ?
13. #3 - How to promote collaboration?
Duhigg, Charles. (2016, February 25). What Google Learned From Its Quest to Build the Perfect Team. The New York
Times. Retrieved from http://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-
perfect-team.html?_r=0
14. #3 - How to promote collaboration?
Collaboration
for critical
reading?
Task design
using
Google Docs
15. What Worked?
◉Digital Annotation
◉Inquiry through Questioning
◉Multiple Perspectives
a QUALITY discourse - 42 comments
and not a single “I agree”
What Didn’t?
◉some individuals in the class were not
so involved
◉Accountability
#3: How to promote collaboration ?
17. ““Creativity is just connecting things. When you ask
creative people how they did something, they feel a
little guilty because they didn’t really do it, they just
saw something. It seemed obvious to them after a
while. That’s because they were able to connect
experiences they’ve had and synthesize new things.”
- Steve Jobs, Wired, February 1996
18. #4 - How to see connections ?
Example 1
Thematic
Analysis by
connecting
different
readings
Task design
using
Google Docs
19. ““Let’s get one thing clear right now, shall we? There
is no Idea Dump, no Story Central, no Island of the
Buried Bestsellers; good story ideas seem to come quite
literally from nowhere, sailing at you right out of the
empty sky: two previously unrelated ideas come
together and make something new under the sun. Your
job isn’t to find these ideas but to recognize them when
they show up.”
- “On Wriitng” , p 37.
20. #4: How to see Connections?
Example 2
Digital Story
Video
Google Plus
communities
21. What Worked?
◉Evidence-based connections
◉Ownership of thematic ideas
◉Openness to readings from
unfamiliar culture
What Didn’t?
◉Lacked depth in explanation
(AOT)
◉Sparks of ideas didn’t grow
into well-developed arguments
#4: How to see connections ?
23. “SOLICT IDEAS FROM INDIVIDUALS, NOT
GROUPS
“According to decades of research, you get more and better ideas if
people are working alone in separate rooms than if they are
brainstorming in a group. When people generate ideas together,
most of the ideas never get shared. Some members dominate the
conversation, others hold back to avoid looking foolish, and the
whole group tends to conform to the majority’s taste.”
-Adam Grant, How to build a culture of Originality, Harvard Business
Review, March 2016
24. #5: Individual in a Network ?
Evidence of
critical
analysis:
No two
students came
up with the
same idea
Task using
Google Doc
26. What Worked?
◉the socio-affective factor =
caring about peers’ learning
◉Originality in thinking within a
certain semantic universe
◉power of peer learning
What Didn’t?
◉Emotional Comfort
◉Visibility/No hiding
#5: Individual in a Network ?
27. Let’s review some concepts
Common Space Collaboration Access
Privacy Tech Know-How Accountability
Potentials and Pitfalls
Emotional
Comfort
28. Credits
Special thanks to all the people who made and released
these awesome resources for free:
◉Presentation template by SlidesCarnival
◉Photographs by Unsplash
Editor's Notes
Easy to add image
Modeling was a plus and a MINUS - all the students stuck to writing about a book/place , but did not look at my Macbeth video
Colleen Kane’s post on Gatsby - 2 responses, one of which is a question from Juliana but it went unanswered
JUliana deGeorge’s post and Jackie fernous’ question to her
Trevor O’Brien’s post - about how reading the book helped understand - unusual version of visiting museum first and reading the book later
Daniele’s post about Salinger and Henry Indictor’s response about understanding better after re-reading
SLide#6 - Anna Marie and jacqueline Fernous - I read parts of Romeo and Juliet in high school and it was very frustrating to me as well. We are not used to speaking in such eloquent language. It helped me to input the text into a site that translates Shakespeare into modern English.
Slide#9 - Indictor - gives specific examples of what he struggled with. The importance of re-reading became his mantra.
SLide# 15 - Chris Cornell’s slide - reponse by Colleen Keane - empathy with evidence and not just a mere “I agree”
SLide # 20 - SLide by A Heffler, Danielle’s response is good - talks about multiple perspective without limiting to “I agree”
SLide #34 - slide by ALexandra Draghi, response by Pippo is very good - she is giving DRaghi a solution for overcoming the furstation
links between tasks - Danielle talked about Catcher in the rye in GPC and Henry talks about it in slides, and links are built
We design and students re-design the task - we are doing this dance in the classroom - this activity became a colossal failure becasue students though that I was somehow validating that it is okay to feel frustrated and give up on reading.
Collaboration - working together improves learning for both sides - Trevro O Brien’s reponse to ALex about connection with Gandhi
small group - cohesive and united response, one grp sees difference of opinion and decides to write down each individual member’s response,
my questions about “yellow faces” and PC did not get a response
Shane Brady’s question -”Is he talking about the British Imperialists that force him to do his job?” - using annotation and seeking clarification
Henry Indictor’s comment - compares and contrasts Orwell with Gandhi - “Orwell is the opposite of Gandhi here because he gives in to peer pressure and is unable to stand up to his anti-imperialist beliefs. It is a shame that he was torn by his job and hatred towards the British Empire”