The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first
weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the view of isolation associated with learning online
and create a more engaged community of practice with effective learning.
Not long ago, we participated in EDUCAUSE 2009 in Denver. Because we were delivering a presentation on instructional uses of Twitter, 1 our ears and eyes were wide open for other presentations mentioning social networking in general and Twitter specifically. And did we get an ear and eye-full! It seemed like everyone was talking about Twitter — mostly positively, with a few pointed criticisms of the perceived obsession people have with the tool.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Not long ago, we participated in EDUCAUSE 2009 in Denver. Because we were delivering a presentation on instructional uses of Twitter, 1 our ears and eyes were wide open for other presentations mentioning social networking in general and Twitter specifically. And did we get an ear and eye-full! It seemed like everyone was talking about Twitter — mostly positively, with a few pointed criticisms of the perceived obsession people have with the tool.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
"Exploring Student Perceptions of Flipgrid in Online Courses. Patrick R. Lowe...eraser Juan José Calderón
"Exploring Student Perceptions of Flipgrid in Online Courses Patrick R. Lowenthal Boise State University y Robert L. Moore Old Dominion University publicado en preprint Online Learning, 2020 en Academia.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
"Exploring Student Perceptions of Flipgrid in Online Courses. Patrick R. Lowe...eraser Juan José Calderón
"Exploring Student Perceptions of Flipgrid in Online Courses Patrick R. Lowenthal Boise State University y Robert L. Moore Old Dominion University publicado en preprint Online Learning, 2020 en Academia.
This is the summary of Strategic Brand Management: Building, Measuring, and Managing Brand Equity (3rd ed.), chapter 7 (Leveraging Secondary Brand Associations to Build Brand Equity) by Keller, K. L. (2008, Prentice Hall.)
I designed this powerpoint for an HTM631 class (Strategic Marketing in Hospitality and Tourism) in spring 2009.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan José Calderón
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
BREAKOUT WITH ZOOM: MIXED-METHODS RESEARCH EXAMINING PRESERVICE TEACHERS’ PER...IJITE
Challenges to teacher education due to COVID-19 are widespread. Preservice teachers, in particular,
have faced numerous obstacles as a result. While remote teaching became common in higher education,
home-based videoconferencing became a standard means of teaching and learning. Regardless of COVID19, virtual technologies use increases within post-secondary education, progressively impacting
educational experiences. Therefore, educators must consider the benefits and drawbacks of virtual online
education. From a constructivist perspective, we studied preservice teachers’ interactions and perceptions
of Zoom’s videoconferencing platform. Specifically, we identified preservice teachers’ interactions and
responses to Zoom’s Breakout Rooms. The findings indicate that students built relationships and valued
their online interactions. Additionally, males and females valued different aspects of their online
interactions.We conclude with recommendations regarding videoconferences in higher education and
suggest future research, including empirical studies.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Similar to Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning (20)
Beyond standards: reimagining acoustic design in prisonsHelen Farley
Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive
acoustic requirements within prisons, shedding light on the differences that exist between the acoustic
needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role
acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in
prison rely on acoustics for communication and information gathering, while corrections staff use auditory
cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison
cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory
criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians
collaborate with complementary disciplines to design spaces that encourage positive communication and
simultaneously address the risks associated with undesirable social dynamics. By integrating insights from
sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals
and corrections staff, ensuring a well-informed and effective acoustic environment.
Introducing technology for learning in prisons: meeting challenges and realis...Helen Farley
Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.
More than employment: The benefits of education in correctionsHelen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
Using emerging digital technology for learning in prisonsHelen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Introducing digital technologies into prisons: Issues and challengesHelen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates
• Winning hearts and minds: Working with custodial
• Security considerations: Learning what can be dangerous
• Third party security certifications
• What can go wrong and how to prevent it
• The role of dynamic security
• Making it sustainable
The role of education in reducing recidivismHelen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
Virtual Worlds in Higher Education: The Challenges, Expectations and DeliveryHelen Farley
Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback.
This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Mobile learning in Southeast Asia: Opportunities and challengesHelen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Moving towards the effective evaluation of mobile learning initiatives in hig...Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
Tarot is central to the philosophies of the New Age. If you look in any of the numerous popular books about tarot, you will read that ancient Egyptians encoded their secrets into these mysterious cards when they were threatened by brutal invaders. Yet others say that tarot were invented by the Gypsies, then thought to be Egyptians. Alas, neither of these theories are true!
This final volume of Religion, the Occult and the Paranormal is mostly concerned with how the supernatural is finding form in popular culture, in everyday life and among the youth with their apparently insatiable appetite for all that is different, macabre, alien or sitting outside of normal society. Film franchises based on paranormal themes are among the biggest grossing films of all time. The Harry Potter franchise appeals to both adults and children alike, as does the Lord of the Rings franchise. These movies are invariably released at holiday time so parents can take their children, buy them some themed merchandise and escort them to various dress-up events populated by hundreds of small Harry Potters and Hermione Grangers. Religious and supernatural ideas are integral to the appeal of these movies. Several chapters of this volume explore that unlikely relationship. The current also flows in the other direction with popular culture providing the stuff of emerging religions. Most are familiar with Jediism, drawing its inspiration from the Star Wars franchise and the noble ideals of the Jedi Knights.
The first volume of this series has equipped us with the methodological tools for examining the occult and paranormal. The second has shown us that these themes have been present since the earliest times. This third volume of the Religion, the Occult, and the Paranormal provides examples of some of the rich diversity of ideas, practices and groups engaged in various ways with these supernatural considerations. Occult practices and ideas around the paranormal are found within each of the major world religions, often in connection with the more mythical aspects of those traditions. Bibliomancy, or divination using books, thrives within many forms of Christianity, Islamic theology is resplendent with jinns that can intervene in everyday life, and no process is more mysterious than the divinatory practices that foretell the next Dalai Lama in the “Yellow Hat” school of Tibetan Buddhism. Some of the chapters presented herein will explore just some of those crevices in South Asian religions.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Home assignment II on Spectroscopy 2024 Answers.pdf
Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning
1. Tools of the trade: ‘Breaking the ice’ with virtual tools in
online learning
Naomi McGrath
UNE Business School
University of New England
Sue Gregory
School of Education,
University of New England
Helen Farley
Australian Digital Futures Institute
University of Southern Queensland
Pauline Roberts
School of Education
Murdoch University
The reality is that online learning can be a daunting and lonely experience. This is why
icebreakers can be a rewarding practice for both students and educators. The use of icebreakers
allows students studying online to introduce themselves and become familiar with other members
of the group and/or community. Not only are these icebreakers used as a starter within the first
weeks of study, but they are also used to help motivate students throughout the course.
Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within
an online learning environment and help shift the view of isolation associated with learning online
and create a more engaged community of practice with effective learning.
Keywords: Virtual tools, online learning, icebreakers, student engagement, student participation,
community practice
Introduction
In this paper, the authors introduce the concept of using icebreakers to ease the pressure on students who are
new to online learning and aims to help shift the notion of isolation within online study. It provides ideas about
creating and maintaining interactive and motivating learning environments that will help ‘break the ice’ and
keep students engaged. Online facilitators have to pursue different learning approaches designed to help students
get to know one another, and create safe classrooms for leaning (Chlup & Collins, 2014). The introduction of
icebreakers within a learning environment can build on connections and trust before undertaking weeks of
study. When deciding to undertake study online, which can be a feat within its self, it’s another obstacle trying
to become more included in a unit (subject) and not become socially isolated. University courseware is rapidly
becoming more available online and this allows new social interaction to take place. Using the Learning
Management System (LMS), in this case Moodle, online facilitators can use specific virtual tools to help shift
the isolation and involve students from across the world to participate in discussions and/or activities and work
together to build an effective community of practice. The rhetoric is that online learning is collegial and social
but the reality is that this requires establishment of ‘community’, and icebreakers can achieve this.
Background and context
The University of New England (UNE) had just over 21,000 students enrolled in 2013. Of these students, there
were 21.2% enrolled to study on-campus, 78.7% off-campus, and 0.1% through other means. Students who
study on-campus reside in or near the university and attended lectures, workshops and tutorials in a face-to-face
setting. Off-campus students study from their home and receive all their study materials through Moodle. Study
materials are html pages, downloadable PDF documents, podcasts, videos, discussion board forums, chat rooms,
blogs, wikis and a variety of other interactive resources. With a high proportion of UNE students studying off-
campus, while juggling their personal and work commitments, it is most important to maximise interactivity and
develop social presence, without taking time from learning activities within an online course.
In a traditional on-campus setting, the use of icebreakers would be used in a face-to-face interaction to help
2. 471
create a positive group atmosphere, breakdown social barriers and help people to get to know one another. In
online contexts, icebreaker activities include additional techniques that utilise several technologies to further
develop a sense of community. Icebreakers are especially important for online learners as face-to-face
interaction is not commonly available. Icebreakers are tactics that are vital in creating openness and trust. They
are activities that are designed to help students begin to feel comfortable (Boatman, 1991) and make students
aware of similarities and differences among them. These activities are not only used as introductions but they
are also used to help ‘reboot’ and motivate student moral throughout the duration of the course, allowing for
student engagement, social interaction, networking and building a sense of community (Chlup & Collins, 2014).
Kavanagh, Clark-Murphy and Wood (2011) proclaim that to make connections between people quickly and
effectively we need to find new ways for interactions. Icebreakers are an effective way to create these
connections and can contribute to a positive learning environment as well as introduce important content.
Literature review
While the growth in the use of online learning environments has been rapid, it is important to remember that the
learning will not happen without enhanced instructional design and facilitation (Dixon, Crooks, & Henry, 2006).
Part of this enhanced facilitation depends on the engagement of the learner as part of an online community,
which needs to be crafted through activities such as icebreakers. The use of these introductory activities can not
only encourage the use of a range of online learning platforms but can set the scene as an important component
of an online learning space (Dixon et al., 2006). Icebreakers should get people learning immediately about the
topic and meeting fellow participants. A well-designed icebreaker also helps to quickly assess participants; their
current skill or knowledge levels; their attitudes to you and the learning environment (Collins, 2010).
Icebreakers allow learners working at a distance to make connections, learn about each other, and encourage the
development of trusting relationships. These relationships will then support collaborative learning and
constructivist learning environments (Dixon et al., 2006). By making learning personally meaningful, the
constructivist perspective, which emphasises collaboration between peers and teachers, (Salmon, 2002) enables
icebreaker activities to be used for student orientation and online socialisation, which is written in more detail in
the next section.
Well-designed icebreakers should be ungraded and used purely as a team-building exercise (Kavanagh et al.,
2011). They should be brief, relatively low-risk input, and partaking by all students to create a level of comfort
(Boatman, 1991). A strategy used for putting students in charge of their own learning is by offering the notion
of the student led discussion to students (many of whom are used to lurking in online discussions) through a
sequence of icebreaker activities (Pelz, 2010). Icebreakers should engage students in simple activities in order to
encourage them to interact, providing learners with a brief reasoning behind the activities including some
references to literature that discusses the importance of community building and collaboration (Dixon et al.,
2006). Learners do not think about the purpose of an icebreaker – it is how they expect teaching sessions to start
– you need to give them a purpose (Collins, 2010). Icebreakers can assist the lecturer to show enthusiasm about
the content area and learning, and about the students themselves. One way to do this is to make a link with
prerequisite knowledge and relate the content to what a student will be familiar with. Links should be made
between the unit and the career that a student may be working towards (Kavanagh et al., 2011).
Salmon’s five-stage framework
In helping to explain the purpose of icebreakers in engaging students and helping in the progression to the next
stage of learning, we look at Gilly Salmon’s five-stage framework of teaching and learning. In summary, the
five-stage model provides an example of how students can benefit from increasing skill and comfort in
interacting and learning online. The model shows how to motivate online participants, to build learning through
appropriate ‘e-tivities’ (in this case icebreakers) and to scaffold learners through training and development
(Salmon, 2002). The five stages are:
• Stage 1 is the beginning of the process where access and motivation of students into online learning are
essential fundamentals for online participation.
• Stage 2 involves individual students finding their online identity and then connecting with others who may
share the same interests to interact with. This stage is most important to online socialisation and is where
icebreakers are used to help create and maintain social presence and a sense of community. With the aid of
an icebreaker, students become comfortable in an online classroom where participants are geographically
detached and create a ‘bond’ with peers of the same interests and backgrounds.
• At Stage 3, students engage in mutual information exchange. Moving forward and including Stage 3,
teamwork occurs whereby each student supports the other students’ goals. The use of an icebreaker leading
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to this stage allows students to build relationships with one another and feel comfortable in participating in
dialogue and essentially helping each other in the exchange of information. So far these three stages in the
framework are more general than learning specific and students are seeking a community with their peers.
• At Stage 4, we shift from generalised learning and community to a community of practice. The next two
stages are more specific to learning needs and course-related group discussions (knowledge construction)
develop, and the interaction becomes more collaborative. To help develop this community of practice and
interactions between students, an icebreaker may be used to help ‘reboot’ in these last two stages by asking
students (or group of students) to partake in another icebreaker related to a specific context or theme. By this
stage students will be interacting with peers that have the same shared values and background from the
connections made earlier in Stage 2.
• Working together at Stage 5, students look for more benefits and become responsible for their own learning
(development) to help them achieve personal goals and reflect in the learning process. Having interacted in
online icebreakers, students who have made these relationships with their peers will most likely connect and
network outside the formal learning platform.
Virtual tools
Presented in Table 1 are selected virtual tools highlighting the diversity of icebreaker activities that can be
incorporated into a teaching and learning unit. These tools allow students to experience technology in a different
way and to share creativity and ideas with their peers. Quick Response (QR) codes are offered in the first
column assisting the reader easy access to the tool’s URL. The second column provides a brief description of the
icebreaker and some examples of how to use them. The final column provides areas where the tool can be used
effectively. Also, for convenience are the URLs of each of the tools and URLs to examples of the tool in use.
Table 1: Selected icebreakers
Virtual tool Brief description and example of icebreaker Effective learning
Popplet Popplet is an online mind mapping tool.
Example: Students can answer a question from the lecturer by
branching off into their particular interests and connect to other
students who share these same interests.
• Engagement
• Social interaction
• Connectivity
• Visual learning
http://popplet.com/
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
Padlet Padlet is ‘paper for the web’ and allows students to participate by
adding to a ‘virtual pin board’ using text/ images and audio/video.
Example: This tool could be used throughout the duration of the unit
allowing students to add and collaborate as a group and reflect on the
process after the unit is complete
• Engagement
• Social interaction
• Connectivity
• Curation
• Visual/auditory learning
https://padlet.com/.
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
ToonDoo ToonDoo provides an easy way to create a comic strip. Example: As
an introduction, students can create a comic strip that tells peers
something about them. Students can either link to their ToonDoo or
embed it into a discussion forum to help trigger conversation in the
early weeks of teaching.
http://www.toondoo.com/
• Engagement
• Social interaction
• Humorous
• Auditory learning
• Creativity
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
PowToon PowToon allows the user to create an engaging animated
presentation.
Example: For a marketing unit, students could create a short
animation about a particular product that they want to market and
embed into a discussion forum or wiki for comments.
• Engagement
• Social interaction
• Connectivity
• Auditory learning
http://www.powtoon.com/
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
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YouTube
Playlists
YouTube Playlists are a collection of videos that are compiled into a
list.
Example: A playlist could be used as a ‘reboot’ for a music subject.
Students create a 5-song playlist of a particular artist (i.e. Mozart)
that has previously been taught and comment on the music and what
they have learnt about the rhythm etc. This playlist can be embedded
into the LMS discussion forum enabling other students to comment.
• Engagement
• Social interaction
• Connectivity
• Peer learning
• Auditory learning
https://www.youtube.com/
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
Aurasma Aurasma is an application (app) that allows for augmented reality
(AR) without the need for barcodes (Aurasma, n.d.). By creating an
‘Aura’ the facilitator can bring AR to the learning experience while
using their mobile device. Example: Ask a question and create an
Aura for the class that reveals the answer.
• Entertaining
• Auditory learning
• Cognitive learning
http://www.aurasma.com/#/explo
re
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
ZeeMaps ZeeMaps allows users to create and publish interactive maps and pin
point their location on a world map. Example: Ask students to add
their name, location, introduce themselves (add a photo) and identify
1 interesting fact about their location.
• Engagement
• Social interaction
• Connectivity
• Curation
https://www.zeemaps.com/
http://naomimcgrath.wordpress.c
om/online-ice-breakers/
Tips for effective icebreakers
To be able to use the tools provided in Table 1, one needs to follow some simple steps for creating effective
icebreakers. Tips for effective icebreakers include:
1. Keep it simple and easy to follow
2. Be creative and different
3. Provide learners with a brief reasoning behind the activities and link with prior knowledge
4. Make it fun and engaging, don’t make it seem like a chore
5. Consider your skills and those of your students
6. Keep in mind technology constraints/requirements
The tools highlighted above were chosen to show the variety of virtual tools that are open source and can be
used by online facilitators no matter what their skill set maybe. The tools are simple to use and allow for
numerous possibilities in creating icebreaker activities.
Conclusion
Icebreakers enable students to become familiar with one another and begin to develop a learning community.
The use of icebreakers can also contribute to developing cultural awareness and tolerance, breaking down
barriers, and overcoming separation and loneliness (Kavanagh et al., 2011). It is important, however, to ensure
that these are seen by the students as an important part of the learning process and effective in engaging the full
online group. A variety of virtual tools may be useful in varying the engagement as well as providing students
with new communication and IT skills that can be used throughout their learning.
References
Aurasma (n.d.). Retrieved from http://www.aurasma.com
Chlup, D. T., & Collins, T. E. (2014). Breaking the ice: using ice-breakers and re-energizers with adult learners.
Adult Learning, 21, 3–4.
Boatman, S.A. (1991). Icebreakers and group builders for the classroom. Paper presented at the Annual
Meeting of the Central States Communication Association, Chicago. Retrieved from
http://files.eric.ed.gov/fulltext/ED335728.pdf
Collins, S. (2010). Ice Breakers. Training Journal, 73. Retrieved from
http://search.proquest.com.ezproxy.une.edu.au/docview/202952273?accountid=17227
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Dixon, J., Crooks, H., & Henry, K. (2006). Breaking the ice: Supporting collaboration and the development of
community online. Canadian Journal of Learning and Technology/La Revue Canadienne de
L’apprentissage et de La Technologie, 32(2). http://cjlt.csj.ualberta.ca/index.php/cjlt/rt/printerFriendly/51/48
Kavanagh, M., Clark-Murphy, M. & Wood, L. (2011). The first class: Using icebreakers to facilitate transition
in a tertiary environment. Asian Social Science, 7(4), 84–92. doi:10.5539/ass.v7n4p84
Pelz, B. (2010). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning
Networks, 14(1). 103–116.
Salmon, G. (2002). The five-stage framework and e-tivities. In E-tivities: the key to active online learning (pp.
10–36). London, UK: Kogan Page.
University of New England. (2013). UNE Overview. Retrieved from
http://planning.une.edu.au/Statistics/overview/index.htm
Please cite as: McGrath, N., Gregory, S., Farley, H., & Roberts, P. (2014). Tools of the trade: ‘Breaking the ice’
with virtual tools in online learning. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality:
Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 470-474).
Note: All published papers are refereed, having undergone a double-blind peer-review process.
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