Nss social network_pbl_sl--page-smith-canavan3dc


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A presentation on April 22, 2010 at the TCC Worldwide Conference on Technology.
Using 21st Century tools to helps students successfully navigate educational systems. Collaboration, communication, Web 2.0 tools.

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  • General Introduction: Combining a Social Network and Information Gateway to Support At-Risk Students
  • Ask participants to mark their locations on this world map. Have them use the “magic wand tool” on the Elluminate Live whiteboard—just select the tool and then click it on the location to leave a radiating dot.
  • POLL. In Elluminate Live, turn on the polling options for 5 multiple choices (A through E). After polling, save the poll and publish it at the bottom of the screen.
  • The University of Alaska Anchorage consistently achieves a lower retention rate with Alaska Native Students than with the aggregate average of UAA students by 14 percent.   The overall trend appears to be upward but is volatile from year to year. The FY09 rate is 3.5 percentage points lower than the FY08 rate, and 10 points lower than the underprepared student rate.   Overall first time full time student retention is 69%.
  • This online collaboration tool allowed us to coordinate through volumes of communication posts, emails sent, documents shared and stored, and events and meetings posted on the calendar (which sent out automatic reminders).
  • A good process depends on a proper front-end analysis of the audience, the technology available to the end-user, the critical-incident analysis (Lee & Owens, 2004) and everything else that must happen before an effective project can be designed and built. As a technology class tool, students made suggestions during the discussions and did the actual entering on the whiteboard collaboratively.
  • Nss social network_pbl_sl--page-smith-canavan3dc

    1. 1. Combining a Social Network and Information Gateway to Support At-Risk Students G. Andrew Page, Ph.D., University of Alaska-Anchorage, [email_address] Kelly Smith, University of Alaska-Anchorage, [email_address] Debra Canavan, Kodiak College UAA, [email_address] http://www.steppingstonenss.com
    2. 2. Where are you? Use the magic wand tool to mark your location.
    3. 3. Our Problem / The Problem Theoretical Framework Virtual Challenge-based Learning Geographical Concerns ICTs Used Tour of Stepping Stone Challenges, Learning, & Considerations SESSION OUTLINE
    4. 4. POLL #1 Have you participated in project-based learning? Yes No
    5. 5. Our Problem Alaska Native student retention is significantly lower than for the average student at UAA.                   Source: University of Alaska-Anchorage Performance '09
    6. 6. The Problem "The road to college is not race neutral. Black and Latino households are disproportionately represented in the lower tiers of the class system, which means that black and Latino children are carried toward adulthood by social processes that render them considerably less likely to make it in an elite college or university" (Stevens, 2009, p.164).     SOURCE: Stevens, M. L. (2010).  Creating a class: College admissions and the   education of elites. Harvard University Press. Cambridge, MA.
    7. 7. United States National Educational Technology Plan (2010) The Executive Summary of the 2010 U.S. National Technology Plan  Transforming American Education: Learning Powered by Technology  states:  "Under the Obama administration, education has become an urgent priority driven by two clear goals. By 2020,   •  We will raise the proportion of college graduates from where it now stands [39%] so that 60% of our population holds a 2-year or 4-year degree. •  We will close the achievement gap so that all students – regardless of race, income, or neighborhood – graduate from high school ready to succeed in college and careers"(p.v).
    8. 8.   "Colleges and universities and their faculty—like public officials, corporate executives, and movie stars—will need to monitor blog sites, wikis, social networks , faculty rating sites, newsgroups, and other social sites to inform efforts to maintain and elevate the institution's reputation. This will become even more the case as colleges and universities move to immersive environments. As these environments become compelling and popular, their impact on institutional reputation will become inseparable from that of the physical campus" (Katz, 2008, p.28). SOURCE: http://www.educause.edu/thetowerandthecloud
    9. 9. “ It is incumbent upon the academy to adapt teaching and learning practices to meet the needs of today's learners; to emphasize critical inquiry and mental flexibility, and provide students with necessary tools for those tasks; to connect learners to broad social issues through civic engagement, and to encourage them to apply their learning to solve large-scale complex problems.” Source:  http://net.educause.edu/ir/library/pdf/CSD5810.pdf
    10. 10. Challenge-Based Learning “ [C]hallenge-based learning brings relevance to class work. By giving students the opportunity to focus on a challenge of global significance, yet apply themselves to developing local solutions, challenge-based learning creates a space where students can direct their own research into real-world matters and think critically about how to apply what they learn.” Source: Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.
    11. 11. “ The result, as this study shows, is increased engagement , extra time spent working on the challenge, creative application of technology , and increased student satisfaction with schoolwork. Not incidentally, students also mastered the subject-area content and developed many of the skills identified as vital for 21st century learners”. Source: Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium. Challenge-Based Learning
    12. 12.  
    13. 13.
    14. 14.
    15. 15. Background <ul><ul><li>Millennial research </li></ul></ul><ul><ul><li>Research on social networking </li></ul></ul><ul><ul><li>Virtual online learning </li></ul></ul><ul><ul><li>Virtual location compared to physical location </li></ul></ul>
    16. 16. Polling #2 Have you participated in project-based learning that is completely online? Yes No
    17. 17. The Process Know the Learner Bandwidth
    18. 18.   Information & Communication Technologies (ICTs) The following tech tools were used in the process of virtual project based learning.
    19. 19. Acknowledgments
    20. 20. Working in Groups
    21. 21. Front-end Analysis  
    22. 22.
    23. 23. The Process
    24. 24. http://www.steppingstonenss.com Web Tour This is how we started, but it has grown exponentially since the first pages were set up!
    25. 25. WHAT WE LEARNED <ul><ul><li>Communication Issues </li></ul></ul><ul><ul><li>Structural Issues </li></ul></ul><ul><ul><li>Protocols </li></ul></ul><ul><ul><li>Responsibilities and Roles </li></ul></ul><ul><ul><li>Technology Issues </li></ul></ul><ul><ul><li>Accessibility (ADA)  </li></ul></ul>Challenges & Considerations for  Virtual Problem Based Learning
    26. 26. POLL #3 Would virtual project-based learning be an instructional strategy you would consider? Yes No
    27. 27. References   Skills and accomplishing team projects online. in T. Anderson (Ed.). The Theory and Practice of Online Learning . 2nd Ed. Athabasca University, D. & Thomas J. (2008). Developing team sy.  http://www.aupress.ca/index.php/books/120146 Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium. http://ali.apple.com/cbl/global/files/Challenge-Based%20Learning%20-%20An%20Approach%20for%20Our%20Time.pdf Measuring Up: The National Report Card on Higher Education, 2008.” National Center for Public Policy and Higher Education. http://measuringup2008.highereducation.org/states/report_cards/index.php?state=AK Richard J. Light,  Making the Most of College: Students Speak Their Minds  (Cambridge: Harvard University Press, 2001). For a summary of Light’s research, see Richard Light, “The College Experience: A Blueprint for Success,” http://athome.harvard.edu/programs/light/index.htm
    28. 28. References   Smith, G. (2009). Obtaining, processing, and constructing English: Blogging in the ESL classroom. Journal of Media Literacy Education 1 (2009) 75-80. http://jmle.org/index.php/JMLE/article/viewFile/37/8 Stevens, M. L. (2010).  Creating a class: College admissions and the   education of elites. Harvard University Press. Cambridge, MA. University of Alaska Anchorage, Office of Institutional Effectiveness. (2009) Performance '09. http://edit.www.uaa.alaska.edu/institutionaleffectiveness/upload/Performance-09-final.pdf . NOTE : For a provocative view of the clash between traditional educational structures (i.e., classroom lectures and blackboards) and the electronically mediated world that young people now live in, see the video created by students in a digital ethnography program at Kansas State University. Wesch, M. (2007). A Vision of Students Today . Video. http://www.youtube.com/watch?v=dGCJ46vyR9o Wesch, M. (2007). The Machine is Us/ing Us (Final Version) . Video. http://www.youtube.com/watch?v=NLlGopyXT_g
    29. 29. http://www.steppingstonenss.com You Are Invited! <ul><li>We invite you to visit our website. We would greatly appreciate any feedback or suggestions. </li></ul><ul><li>Visit and look around </li></ul><ul><li>Respond to a forum </li></ul><ul><li>Ask a question in Chat </li></ul><ul><li>Recommend other resources: URLs, videos, articles </li></ul><ul><li>Become a member! </li></ul>
    30. 30. Quyana! (Yup'ik Eskimo for “Thank You”) Debbi [email_address] Kelly [email_address] Andy [email_address]