The document discusses the integration of blended learning strategies in teaching American Sign Language (ASL) through the use of social media. It emphasizes the importance of fostering higher-order cognitive skills among students and provides examples of effective instructional methods, such as vlogs and storytelling development. The document also highlights the need for educators to adapt to modern learning environments and leverage technology to enhance student engagement and learning outcomes.

1. Cognition and
Social Media:
Blended Learning Strategies in the ASL Classroom
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

2. What I hope to cover in
forty-five short minutes:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

3. • what are we trying to teach? to test?
• what should we be trying to teach?
or what are best-practice approaches to
levels of cognition?
• statistically, what are students doing in 2009?
• traditional lecture vs. blended learning
• how can modern ASL teachers better
leverage social media in the classroom?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

4. Actual ASL/interpreting
test questions:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

5. 22 . Who should you learn
ASL from?
a. Deaf person
b. Hearing person
c. Skilled signer
d. both a & c
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

6. 9. What is this sign?
a. CAT
b. FATHER
c. DEAF
d. none of the above
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

7. 26. Who does the Code of
Ethics protect?
a. The d/Deaf person
b. The hearing person
c. The interpreter
d. All of the above
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

8. What are we evaluating?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

9. Cognition or testwiseness?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

10. What type of cognition are
we aiming for?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

11. Bloom’s Taxonomy
(1956, revised 2001)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

12. higher order
learning
lower order
learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

13. creating
evaluating
analyzing
applying
understanding
remembering
(Anderson & Krathwohl, 2001)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

14. remembering
recognizing, listing,
describing, naming,
identifying, locating,
finding
bullet pointing,
highlighting, social/
bookmarking,
searching, Googling
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

15. understanding
interpreting,
summarizing, inferring,
paraphrasing,
classifying, comparing,
explaining
advanced searching,
blog journaling,
tagging, commenting,
annotating, subscribing
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

16. applying
implementing, carrying
out, using, executing,
showing, exhibiting
running, loading,
playing, operating,
hacking, uploading,
sharing, editing
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

17. analyzing
comparing, organizing,
deconstructing,
attributing, outlining,
finding, structuring,
integrating
mashing, linking,
reverse engineering,
cracking
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

18. evaluating
checking,
hypothesizing, critiquing,
experimenting, judging,
testing, detecting,
monitoring
b/vlog commenting,
reviewing, posting,
moderating, α/β testing
networking,
collaborating
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

19. creating
designing, constructing,
planning, producing,
inventing, devising,
making
programming, filming,
animating, video/
blogging, re/mixing,
wiki-ing, publishing,
video/podcasting
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

20. What type of cognition are
we aiming for?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

21. notional vs. functional
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

22. “sign X = spoken word Y”?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

23. not functional; doesn’t
teach how or why, only what.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

24. L2 learners really want
functional knowledge of L2
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

25. “How do I order a
hamburger?”
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

26. “What’s the sign for
‘hamburger’?”
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

27. creating
evaluating
analyzing
applying
understanding
remembering
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

28. creating
evaluating
analyzing
applying
understanding
remembering
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

29. Traditional lecture approach
synchronous
=
what
lower order
Teacher where who Student(s) learning
notional
cognition
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

30. Blended learning approach
0110110
a/synchronous
=
why
how higher order
Teacher Student(s) learning
functional
cognition
0110110
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

31. teacher/facilitator +
technology(ies) +
asynchronous learning
possibilities
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

32. Teacher leverages
face-to-face time for
functional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

33. Students can work
asynchronously for
both functional and
notional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

34. Your students already
work this way.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

35. 70% females vs. 57% males
on social network sites
(Pew Internet & American Life Project, 2004)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

36. 74% adults, 93% 12–17
year olds use internet
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

37. 71% of 12–17 year olds
use cellphones
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

38. 69% using cloud
computing/internet apps
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

39. 64% of teens
create online content
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

40. Most teens receive and
expect feedback on the
material they post.
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

41. Social media tools offer the
opportunity to solicit
feedback and shape
critical conversations.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

42. creating
designing, constructing,
planning, producing,
inventing, devising,
making
programming, filming,
animating, video/
blogging, re/mixing,
wiki-ing, publishing,
video/podcasting
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

43. Higher order learning =
greater student retention
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

44. Look at what’s out there now.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

45. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

46. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

47. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

48. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

49. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

50. Is this what you want your
students copying, emulating,
and learning from?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

51. What is the social web or
social media?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

52. Social constructivism
Vygotsky
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

53. Social groups collaborate
to create a culture,
knowledge, and learning
artifacts for each other
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

54. Evolution of
Internet discourse:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

55. Web 1.0 (~1999) Web 2.0 (~2005)
read only (passive) read write (participative)
“professional” packaged “amateur” collaborative
content content
limited user experience rich user experience
isolated social
control; locked down community trust
owning sharing
personal websites blogs
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

56. What kinds of device
technologies?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

57. Traditional
desktop/laptop
personal
computer
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

58. traditional/
enhanced
cell phones
iPhone
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

59. gaming hybrids
3G phones
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

60. Internet usage represents a
major shift in educational
psychology and pedagogy.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

61. “...[O]n campus, there is fundamental
challenge to...the model of pedagogy.
Specifically, there is a widening gap
between the model of learning offered
by many...universities [schools] and the
natural way that young people who
have grown up digital best learn.”
(Tapscott, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

62. If we’re not familiar with or
using these tools, we’re not
connecting with students.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

63. What blended learning
strategies/approaches could
work in an ASL classroom?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

64. Depends on what level of
learning we’re aiming for.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

65. We finally have four-
dimensional learning artifacts.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

66. Video. Video. Video.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

67. Asynchronous activities:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

68. Vlogs (for assignments, quizzes, or tests)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

69. Storytelling Development
• Pre-select learning objectives
• Based on learning objectives, create rubric for
grading (“must include X and Y story/prosodic
elements,” “must be about topic X or Y,” etc.)
• Assigns students a topic and a timeframe to
complete the assignment
• Students produce and post 2–5 min vlogs
• Arrange immediate feedback loop
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

70. “Reading” Comprehension
• Pre-select learning objectives
• Based on learning objectives, create rubric
for grading (“must include X and Y linguistic
elements,” “must demonstrate X and Y
prosodic attributes,” etc.)
• Teacher produces story (targeting specific
linguistic or prosodic aspects)
• Students retell/create the story in a vlog
• Arrange immediate feedback loop
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

71. How is this beneficial?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

72. • multiple opportunities for producing/ why
how
creating functional language
• allows for consistent evaluation by use of
rubric for assignment, can give specific
feedback/recommendations for additional
work in X, Y, and Z areas
• takes advantage of canvases on which
they’re already used to producing
• entertaining and fun
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

73. • allows for broad creativity within specifications
of the assignment
• less overhead (students produce
artifacts, not teachers)
• allows teachers to view micro/macro trends
(what is consistently accurate/not accurate)
• focuses teachers on scaffolding,
not fingerpointing
• builds higher level functional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

74. What are the constraints?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

75. • prohibitive access to technologies
(webcams, broadband internet, etc.)
• prohibitive access to social media/
networking sites: YouTube, Facebook, etc.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

76. Collaborative classrooms
(for assignments, quizzes, tests, community)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

77. facebook.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

78. ning.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

79. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

80. google.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

81. ASL101 Homepage
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

82. How is this beneficial?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

83. • multiple opportunities for producing/ why
creating functional language how
• students already used to producing
materials in this way
• entertaining and fun
• allows for broad creativity
• less overhead (students produce
artifacts, not teachers)
• offers opportunities to solicit feedback
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

84. Testing and evaluations
(for assessing knowledge, constructing
opinions, observing)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

85. docs.google.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

86. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

87. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

88. edublogs.org / blogger.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

89. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

90. wikispaces.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

91. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

92. Synchronous activities:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

93. acrobat.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

94. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

95. Ideas for Adobe Connect Now:
• Take a virtual fieldtrip to Gallaudet University
• Create a signing study group
• Use for mentoring opportunities
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

96. Skype
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

97. SightSpeed
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

98. ooVoo
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

99. tokbox
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

100. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

101. Your students have
already shifted to learning
this way.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

102. Education is not the
filling of a pail, but the
lighting of a fire.
(William Butler Yeats)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

103. Let the brainstorming begin.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

104. Thank you.
dstringham@gmail.com
twitter.com/stringd
linkedin.com/in/dstringham
doug.stringham.net/uvuasl
delicious.com/dsasl
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

105. Churches, A. (2007). Edorigami, Bloom’s
taxonomy and digital approaches. http://
edorigami.wikispaces.com/Bloom%27s+and
+ICT+tools.
Anderson, L.W., & D. Krathwohl (Eds.) (2001). A
taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational
objectives. Longman, New York.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

106. Madden, M. Eating, Thinking and Staying Active
with New Media. Pew Internet & American Life
Project, June 2, 2009, http://www.pewinternet.
org/Presentations/2009/15--Eating-Thinking-
and-Staying-Active-with-New-Media.aspx,
accessed on June 3, 2009.
Tapscott, D. Higher Education Is Stuck in the
Middle Ages—Will Universities Adapt or Die Off
in Our Digital World? Retrieved 16 June 2009
from http://www.alternet.org/module/
printversion/140703
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham