17. . . . develop social and emotional competencies.
Solomon, Battistich, Watson, Schaps, & Lewis, 2000 in Snaps Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
18. . . . act ethically and altruistically
Schaps, Battistich, & Solomon, 1997 in Schaps Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
19. Research has clearly shown that functioning in a
community can enhance the learning
Optimal learning outcomes are directly tied to the
establishment of social networks among participants
engaged in a collaborative learning enterprise.
Such collaboration has been shown to be very important
in the development of a learning community and in
achieving the desired learning outcomes.
Vesely, P., Bloom, L. & Sherlock, J. (2007). Key Elements of Building Online Community: Comparing Faculty and Student
Perceptions. Journal of Online Learning and Teaching, 3, (3). Retrived from http://jolt.merlot.org/vol3no3/vesely.htm.
20. Unfortunately . . .
Unfortunately, schools with a strong sense of community are fairly rare. low-
income students and students of color usually report a lower level of
community in school than do affluent or white students. Many schools
appear to be ill-equipped to provide community for the students who may
need it most.
Schaps, Battistich, & Solomon, 1997 in Snaps’ Creating a School Community
http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
22. Commonality is the essence of community
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
23. Commonality is the essence of community
Getting to ―know‖ each other; finding out where people lived, what they did,
their experiences, whether or not they had families and the like was the ―X‖
factor.
Participants generally agreed that this should have been a first step in
community-building, but usually it was not part of the formal coursework.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
24. Responsible not only for one’s own learning but for other learners, too.
Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
26. . . . supports student’s development of collaboration skills.
Cortez et al., 2009; Sanchez et al., 2009 in Nouri, Cerratto-Pargman, Johan Eliasson, Robert Ramberg, Stockholm
University, Sweden (2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
27. . . . increases motivation and engagement.
Facer et al., 2004; Schwabe & Göth, 2005in Nouri, Cerratto-Pargman, Eliasson, Ramberg, Stockholm University, Sweden
(2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
38. 65% are social networking site users
Sharers
55% share photos
37% contribute rankings and ratings
33% create content tags
30% share personal creations
26% post comments
15% have personal website
15% are content remixers
14% are bloggers
13% use Twitter
6% location services
45. 2011 Horizon Report
For most people in the developed world, a mobile is always
close at hand and available with speedy Internet access.
Mobiles are easy to use for web browsing; much of the
available content seamlessly adjusts for optimal display on
whichever device is used to access it.
http://wp.nmc.org/horizon2011/sections/mobiles/
47. Skills being honed on social
networks today will be critical
tomorrow, as work will be
dominated by fast-
moving, geographically
diverse, free-agent teams of
workers connected via socially
mediating technologies.
— Fred Stutzman, creator of the software
Freedom and Anti-Social
Elon studies the future of "Generation Always-On” http://www.elon.edu/e-
net/Note.aspx?id=958393&board_ids=5%2C58&max=50
48. Future Workforce Skills
Social intelligence is the ability to
connect to others in a deep and
direct way, to sense and stimulate
reactions and desired interactions.
This has always been a key skill for
workers who need to collaborate
and build relationships of trust, but it
is even more important as we are
called on to collaborate with groups
of people in different settings.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020
49. Virtual collaboration is the ability to work productively, drive engagement, and
demonstrate presence as a member of a virtual team. Online streams created
by micro blogging and social networking sites can serve as virtual water
coolers, providing a sense of camaraderie and enabling employees to
demonstrate presence.
Davies, Fidler, & Gorbis. (2011). http://www.iftf.org/futureworkskills2020
53. Social Collaboration and Mobile Learning
Social collaboration is the key to mobile learning. Social learning and
collaboration are important to successful learning because the interaction
engages and motivates learners.
http://www.trivantis.com/mlearncon2011-evolution-mobile- learning
64. We were able to communicate outside of class and create
friendships.
65. It brings our generations
technology and learning. We are
in a technological age, it is time to
accept that.
66. I believe technology is growing so much that mobile phones are
vital in today’s communication.
67. What a great way to learn communication techniques. Thank you Jackie for all your
creative ways to make this class fun and exciting as well as informatin
68. Considerations: The App Gap
Should We Be Concerned About an "App Gap"? http://www.edutopia.org/blog/app-gap-
digital-divide-audrey-watters
71. Based on all of this research, what are the implications for
integrating mobile learning into your learning environment?
Student Feedback . . .
OR
http://cel.ly/c/teambuilding
http://usergeneratededucation.wordpress.com/2012/03/25/mobile-learning-end-of-course-student-survey-part-ii/
78. QR Code Video Sorting Game
In small groups, create 4 to 6 separate short videos (a
minute or less) from the list of categories or
classifications provided to them about the topic selected.
In this example, for my interpersonal relations
class, students were asked to create videos to
demonstrate different nonverbal behaviors from the
following list: glance, eye contact (gaze), volume, vocal
nuance, proximity, gestures, facial expression, pause
(silence), intonation, dress, posture, word choice and
syntax, sounds (paralanguage)
79. QR Code Video Sorting Game
Upload videos to YouTube. If students don’t have their own accounts, you can
provide them with an email address to send their videos directly to your
YouTube account. This information can be found under account settings.
80. QR Code Video Sorting Game
Have them generate QR Codes for each video they created
81. Groups receive the QR codes for videos completed by the other groups. They
view the videos via the QR codes and identify which of the concepts the video i
depicting.
82. QR Code Video Sorting Game
Groups receive the QR codes for videos completed by the other groups. They
view the videos via the QR codes and identify which of the concepts the video is
depicting.
83. QR Code Video Sorting Game
Which non-verbal behaviors?
http://community-building.weebly.com/qr-video-sorting-game.html
Explaining how factor analysis was used to identify benefits of technology in academic success:A statistical technique used to reduce a large number of attributes into a smaller set of “factors” based on response patterns.A factor consists of a number of attributes that are rated in a similar way.Factor analysis is extremely useful when dealing with a very large number of attributes that would be cumbersome to analyze individually.The names of the factors are subjective and are intended to describe the common theme shared by all of the attributes within that factor.
Continuing with the factor analysis, there are relationships between selected technologies and certain benefits.
Overall, the average student spends at least some time engaging in about 21 different kinds of software applications and activities out of 40 they were asked about. Students use a variety of communication tools, but the most common ones have reached mass adoption.