Building & Sustaining Classroom Community Through Technology
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Presentation for Flex Day 2013 at City College of San Francisco.
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Building & Sustaining Classroom Community Through Technology
- 1. Building and Sustaining Classroom Community through Technology Bophany Huot & Denise Maduli-Williams CCSF Flex Day Fall 2013
- 3. Denise
- 6. Before the Semester Begins O Online Accessibility O Set up Accounts O Welcome Video O Class Email O First Day Handouts O Guidelines/Rules re. social media O Netiquette
- 9. Cell Phone Picture Share
- 10. Your Life in Six Words
- 11. During the Semester O Discussion Boards O Blogging O Twitter O Online Group Activities O Getting to Know Your Environment (beg. of semester activity) O Surveys as Diagnostic/Formative/Summative Assessments O What can you do on a computer? Survey O What can you do on a computer? Results O Facebook (Bo)/Edmodo
- 12. Getting to Know Your Environment
- 13. Voicethread Who is this? https://voicethread.com/share/608523/
- 14. Class Surveys
- 18. 1 Question = 139 Responses
- 19. Online Groups O Edmodo.com (free social learning platform similar to FB but for school/edu) O Facebook https://www.facebook.com/groups/2013FlexDayCCSF-bo- denise O voicethread.com
- 20. End of Semester O Class Assessment / Survey O Changes: Interaction2, Voicethread O Continued Twitter contact O Final Projects: O Peruvian Food: Oral Presentation Video O Online Portfolios (work in progress)
- 21. Twitter
- 22. Final Project: Peruvian Food
- 23. Changes in Family Life Style
Editor's Notes
- Denise, I want to delete this. What do you think? SURE – up to you.
- Instead of a boring lecture. Also, introducing from the very beginning a technology-integrated community while introducing class goals and teacher background.ask participants to introduce themselvesPass out eval forms
- Ask: “What are some evident or signs of a community? In order words, what kinds of actions or activities do we see that could qualify as community building? How do people interact?”Take this and lead to our purpose of today’s topic/presentation.
- What can you do to reach out before the semester starts? What do you need to do to be ready to go on the first day? Students will search for you.
- Ccsf pageStudent website, post the url in large prints around the class, create shortcut on desktop, keep asking students to memorize class urlIn non-credit tells students that website are accessilbe 24/7 anywhere there’s an Internet.
- Students WILL Google you. What will they find? Build an online presence and make sure you are accessible.
- First day – the students in groups share a photo from their cell phone. Already a first language-building activity because they are sharing in English . . And I have them write about the photo to get a diagnostic writing sample.
- Students introduce themselves to the class community through Discussion Board topic. EVERYONE participates. This is student-led. Teacher facilitates by setting it up and moderating only. Through getting to know each other students are beginning to extend their personal relationships.
- Topic: Other topics Public Transportation, Places to Eat Around Ocean Campus, Health, Safety/CCSF Police, Entertainment/Places to Visit, Rosenberg Library. 3-4 Ss per group. Obj: why this place is important to them, what they need to learn about this place and how they share info with classmates. Materials: some artifacts from place (brochure, flyers, videos, pics…), use media (video, camera, internet, ppt, etc, must not be longer than 10 min. 2 weeks to complete assignment
- Beginning semester activity. The visual helps people remember where everyone is from. Model for Ss that there will be an online component where we will post work, comments, pictures, and assessments.
- VT activity: created this as a result of realizing that many students do not use there/is/are when describing a pic and when introducing a new obj in pic. I modeled the language for Ss.
- Bo:Voicethread(Interaction2 theme for the second half of the book is change, changes in technology, in family dynamic. Picked Family Dynamic. Ss articulated what they had learned and also added in their experiences, opinions. Not graded but required, must complete. Ss had 5 days to respondComm Building: created controversy, cont. spilled into class, mostly divided by gender, This post generated 67 comments.
- Final project for noncredit class. Ss made their own ppt, had to find images and put them on a slide. Rehearsed with two classmates.Then present it to the whole class during last week of school. Students chose their own topics. Criteria for presentation: must incorporate at least 1 technology, 5 min or less, and must practice with at least 2 friends, ask for feedback and how to improve PPT. Rest of class evaluate on three criteria: intelligibility, topic of interest or not, learn anything new
- Play video: 19:10:?Bringing Group together online to discuss what we have studied all semester long. Why?Important to provide a forum where students and take their time to think and respondallow those who usually don’t raise hands to participateSuch activity allows more time for students to process all the ideas and comments posted.—comments are always there online to be read and processedsome ss have deleted their original comments and re-record, showing: they actually read comments re-recording shows the evolution of their thoughts, impacting by the group,their opinions/participation through discussions or comments show that they care about this topic. For IS students. Final projects, not graded but required. We have already studied an talked about this in class, wanted to see what students opinions are about this. Very controversial, divided the class mostly btw men and women. Was supposed to be only an online activity but the topic was highly charged that it carried into the class.