Wang Cdi2009

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Building Engaged-Learning Communities in Large Online or Hybrid Classes
Principles for building communities
Characteristics of engaged-learning communities
Cybergogy (Wang & Kang, 2006)
Good practice: EDTEC
Social software
Facebook groups
Large hybrid classes in Shanghai
“What about culture?

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  • Wow, can't believe I put together so many slides. Apologies to viewers if they don't make sense. Most PPTs can't stand alone.-:)
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  • Formed a community, but with a mean spirit, or a whining one.
  • Wang Cdi2009

    1. 1. Building Engaged-Learning Communities in Large Online or Hybrid Classes By Minjuan Wang Associate professor San Diego State University [email_address]
    2. 2. Agenda for Our 30 Minutes <ul><li>Principles for building communities </li></ul><ul><ul><li>Characteristics of engaged-learning communities </li></ul></ul><ul><ul><li>Cybergogy (Wang & Kang, 2006) </li></ul></ul><ul><li>Interesting cases: </li></ul><ul><ul><li>Good practice: EDTEC </li></ul></ul><ul><ul><li>Social software </li></ul></ul><ul><ul><ul><li>Facebook groups </li></ul></ul></ul><ul><ul><li>WineKnow” </li></ul></ul><ul><ul><li>Large hybrid classes in Shanghai </li></ul></ul><ul><ul><li>“ What about culture? </li></ul></ul>
    3. 3. Characteristics of Learning Communities ( Palloff & Pratt) <ul><li>Active interaction </li></ul><ul><li>Sharing of resources </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Socially constructed meaning </li></ul><ul><li>Expressions of support and encouragement exchanged between students, </li></ul><ul><li>Peer review </li></ul>
    4. 4. <ul><li>Establish their own goals </li></ul><ul><li>Explore appropriate resources </li></ul>Plus Engaged-Learning Work with others in groups and construct knowledge in meaningful ways
    5. 5. Engaged?
    6. 6. Engaged!
    7. 7. Community?
    8. 8. Cybergogy for Engaged Learning (Wang & Kang, 2006) Pedagogy Andragogy Cybergogy
    9. 9. Course Design Framework Engaged Learning Cognitive Factors Online Learning Environment <ul><li>Feeling of self </li></ul><ul><li>Feeling of community </li></ul><ul><li>Feeling of learning atmosphere </li></ul><ul><li>Feeling of learning process </li></ul>Emotive Factors <ul><li>Personal attributes </li></ul><ul><li>Context </li></ul><ul><li>Community </li></ul><ul><li>Communication </li></ul>Social Factors <ul><li>Prior knowledge/Experience </li></ul><ul><li>Achievement of goals </li></ul><ul><li>Learning activity </li></ul><ul><li>Cognitive/learning style </li></ul>Cognitive Factors Emotive Factors Social Factors Cognitive Load Theory Behaviorism Social Constructivism Keller’s ARCS Constructivism Adult Learning Theory
    10. 10.
    11. 11. <ul><li>Social presence </li></ul><ul><ul><li>presenting oneself as a “real person” in a virtual learning environment </li></ul></ul><ul><li>Cognitive presence </li></ul><ul><ul><li>sharing information and resources, and constructing new knowledge </li></ul></ul>About Presence
    12. 12. <ul><li>Emotive presence </li></ul><ul><ul><li>expressing feelings of self, others, learning atmosphere and process </li></ul></ul><ul><li>Teaching presence </li></ul><ul><ul><li>Strategies to increase all presence </li></ul></ul>About Presence (2)
    13. 13. Sample Strategies <ul><li>Designing engaging instruction </li></ul><ul><ul><li>interactive, collaborative or solo and competitive </li></ul></ul><ul><li>Facilitating online communication </li></ul><ul><li>Cultivating a better sense of self </li></ul>
    14. 14. How we teach in EDTEC (Educational Technology )
    15. 15. Follow a path of inspiration to better design, to better implement.
    16. 16. A “Homemade” Online Teaching System ( Real Producer )
    17. 17. http:// edweb.sdsu.edu/newedweb/chat.htm
    18. 18. Breeze, Ah, Breeze! (AdobeConnet)
    19. 19.
    20. 20.
    21. 21.
    22. 22.
    23. 23. Sample Strategies (2) <ul><li>Detecting students’ emotional cues online </li></ul><ul><li>Considering cultural and linguistic differences </li></ul>
    24. 24. Course Components affecting participation <ul><li>Communication tools </li></ul><ul><li>Teamwork vs. individual assignments </li></ul><ul><li>Types of assessment </li></ul><ul><li>Ways of teaching </li></ul>
    25. 25. <ul><li>Views on communication </li></ul><ul><li>Perceptions of the instructor </li></ul>China, Korea, the U.S. Perceptions of individual assignments and teamwork
    26. 26. Increasing Presence with Web.2.0 Tools Using Social Software to Deepen the Sharing of Personal Concerns and Emotions http://en.wikipedia.org/wiki/Web_2.0
    27. 27. Types of Social Software <ul><li>Instant Messaging (IM) </li></ul><ul><li>Blogs /Weblogs (Blogger) </li></ul><ul><li>Wikis (Wikipedia) </li></ul><ul><li>Internet Chat (Breeze) </li></ul><ul><li>Podcasting </li></ul><ul><li>Forums (BB Discussion) </li></ul><ul><li>Social network services (Meetup) </li></ul><ul><li>Social bookmarks (Furl) </li></ul><ul><li>Social citations (CiteULike) </li></ul><ul><li>Social Libraries (Folksonomy) </li></ul><ul><li>Social Shopping (eBay) </li></ul><ul><li>Peer-to-peer social networks (Limewire, Napster) </li></ul><ul><li>Collaborative real-time editing (Writely) </li></ul><ul><li>Virtual presence (facebook) </li></ul><ul><li>Virtual worlds (second life) </li></ul><ul><li>Online Games (MMOGs) </li></ul><ul><li>Other Specialized Apps </li></ul>
    28. 28. Social Software: Quick Comparison Blogs Wikis Podcasts Chat Primarily single author Usually many authors Single producer Peer-to-peer Reverse chronological Hypermedia based on content Linear programming Linear conversational Supports graphics some limitations Supports graphics some limitations Graphics or video based on player Video telecon pos No graphics External links, can do internal Internal & External links Linking capability limited External links only Often personal views Usually objective Both personal & objective Personal discussion Browser-based Browser-based Create offline Req IM client Veracity of info; Vandalism if not controlled Veracity of info; Vandalism if not controlled Veracity of info; no mechanism for comment Compatibility of chat clients; intruders
    29. 29. Cybergogy In Action w i n e k n o w l e a r n d r i n k s h a r e
    30. 30. Connecting Learners Through Facebook <ul><li>Wine know: http://www.facebook.com/group.php?gid=42926739007#/pages/WineKnow/86922896465 </li></ul><ul><li>The Health Nuts Project: </li></ul><ul><ul><li>https://sites.google.com/site/teamhealthnuts/ </li></ul></ul><ul><ul><li>http://www.facebook.com/n/?group.php&gid=74425378850&mid=7264b9G1f4c45a5G1996b97G6 </li></ul></ul>
    31. 31. The Really Large Classes <ul><li>An Online College in Shanghai </li></ul><ul><li>1000—5000 students per class </li></ul><ul><li>Their goal: 10,000 </li></ul><ul><li>One instructor + a few teaching assistants </li></ul><ul><li>A central call center </li></ul>
    32. 32. Available Everywhere Updateable Anytime SJTU , ZJU XJTU Ning Xia University 西藏大学 Xin Jiang University Yan ’ an University IP Network 教室群 Tibet University Classroom Cluster Two-Way Satellite Shanghai Telecom ADSL 2.5G/3G Mobile Users
    33. 33. E-Learning Classroom (hybrid)
    34. 34. One Way Out: Enter mLearning Focuses on learner mobility not only technological mobility
    35. 35. Learner Mobility
    36. 36. Mobile Learning Mobile Client Interface An English Class
    37. 37.
    38. 38. If None of the Above Works for you, Try Virtual Worlds (Second Life)!
    39. 39. NBC: THE OFFICE “The Ad” OCTOBER 25, 2007
    40. 40. Science in Second Life Global Kids - science curriculum TOURING A SUSTAINABLE WATER TREATMENT PLANT
    41. 41. Student Reflections Suffern Middle School STUDENTS ACTING AS JURY IN “OF MICE AND MEN”
    42. 42. Questions? Email: mwang@mail.sdsu.edu

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