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EU-CONEXUS: Technology, Interaction and Community for online teaching and learning
- 2.
- 3. My background: • eLearningDevelopment Officer • Technologist • Music nerd • Radiohead • In need of a haircut!
- 6. In This Talk Section1: TutorStack (15 mins) Section 2: Interaction and Engagement Tools for Online Classes (15 mins) Section 3: Community and Collaboration (15 mins) Section 4: Retention and Interventions (5 mins)
- 7. Keeping Classes Engaging Please keep yourcameras on, microphones muted I’m going to break up this session into segments We’ll have breaks every 20 minutes I’m going to ask you some questions using Mentimeter I’ll ask you to raise your hands I might even call your name and ask you a question ☺
- 10. Digital learning revolution Trainer Centred LearnerCentric Formal Informal Classroom based Anytime, anywhere Push Pull Courses Experiences
- 11. Changing Landscape of Learning Traditional WayOf Thinking • Teacher/expert led • Content driven • Classroom • Theoretical • Programmatic New Way Of Learning • Learner led • Content driven • Collaborative • Learning while doing • Just in time/flexible The sage on the stage The guide on the side
- 13. TutorStack Exploring The LearningManagement System Section 1:
- 14. Learning Management System • User management •Learning materials • Reflection • Communication • Assessment • Feedback • Media Hosting • Analytics • Collaboration • Community
- 16. Jack of all trades, masterof none… Jack de todos los oficios, maestro de nada Généraliste sur tout, expert en rien Vieles können, aber nichts gut Tuttofare, maestro di nessuno
- 17. Jack of all trades, masterof none… Jack de todos los oficios, maestro de nada Généraliste sur tout, expert en rien Vieles können, aber nichts gut Tuttofare, maestro di nessuno
- 18. Jack of all trades, masterof none… Jack de todos los oficios, maestro de nada Généraliste sur tout, expert en rien Vieles können, aber nichts gut Tuttofare, maestro di nessuno
- 19. Jack of all trades, masterof none… Jack de todos los oficios, maestro de nada Généraliste sur tout, expert en rien Devatero remesel, desátá bída Tuttofare, maestro di nessuno
- 20. Jack of all trades, masterof none… If I’m talking too fast, ask me to slow down, if you don’t understand something please ask ☺ Jack de todos los oficios, maestro de nada Généraliste sur tout, expert en rien Devatero remesel, desátá bída Visų profesijų lizdas nėra nė vieno meistro
- 21. Jack Of AllTrades, Master Of None… • Moodle doesn’t do everything we need it to do • Are the facilities in Moodle the best ones available? • What if I want to do a live class online? • What if I want to check for plagiarism? • Do I want to do real-time chat communication? • Can I collaborate on documents?
- 22. Unbundle the LMS • LearningManagement Systems • Seen as end points • One size fits all solution • Aesthetics • Vendor/product lock-in • We want to swap-in better alternatives as they become available
- 23. WIT TutorStack TechnologyFramework 1. Instruction Materials 2. Community & Communications 3. Assessment & Feedback 4. Media (live class & recordings)
- 24.
- 25. Pilot Programme vs 10,000 Students Howdo you scale to the entire institute?
- 28.
- 36.
- 37. See you in5 minutes
- 38. Interaction and Engagement Toolsfor Online Classes Section 2:
- 39. Interaction Tools • Moodle H5P •Turnitin • Teams for Chat • Zoom for Video • Mentimeter • Padlet
- 41.
- 42. What Is Turnitin? Turnitinis a tool to help you lay the foundation for original thinking, authentic writing, and academic integrity practices that will last a lifetime.
- 43. What do Iuse Turnitin for? ORIGINALITY CHECKING IMPROVING WRITING MULTIPLE SUBMISSIONS ONLINE FEEDBACK
- 44. What’s in the TurnitinDatabase?
- 45. Published Content 154 million publishedcontent items Content from 47,000 journals and over 69 million articles 91% of the top 10,000 cited journals are included in our database
- 46. Web Content 70 billioncurrent and archived internet pages Turnitin retains historical copies of all webpages it has crawled web crawler targets 68 million web pages a day
- 47. Student Papers 1 billion studentpapers are in our content database In excess of 1 million student papers are uploaded daily 30 Languages
- 48.
- 51. Zoom Dual Screen Presenter’s Screen Student’sView Camera Zoom Gallery Presenter View
- 53.
- 54. See you in5 minutes
- 55.
- 56. Rosell, 2018 “Without thesecommunity structures, education would be a very lonely place. Students wouldn’t be able to work together on group projects, help each other through tricky material or share their interest and passion for certain subjects. Learning communities play a significant role in ensuring that students remain motivated to succeed.”
- 57. Osterman, 2000 A communityexists when its members experience a sense of belonging or personal relatedness...the community has a shared and emotional sense of connection
- 58. Rovai & Wighting(2005) Community “provides a place in which individuals are free to express their identities, and helps them deal with changes and difficulties in society at large. Students who feel lonely or isolated will invest more energy in seeking a sense of community and support than in learning.”
- 59. Importance of Classroom Community •Isolation leads to higher dropout rates (Ali and T Smith, 2015) • Community creates a better learning experience for students (Wenger, 1998) • There’s huge value in democratic discussion • Strong need for Lecturer Presence (Ladyshewsky, 2013) • Importance of Social Presence (Garrison, 2000)
- 60. Garrison, Anderson andArcher’s Community of Inquiry Matbury [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
- 61.
- 62. Social Presence It isimportant especially at the beginning of the semester when students are getting to know and trust both you and one another. If students can make interpersonal connections with others, they are more likely to engage with the course and the content. Indicators of Social Presence include: • Affective responses • Interactive responses • Cohesive responses
- 64. Problem Solved? Whatsapp andFacebook groups are already in place and they allow students to: • Build a learning community • Provide peer support • Build friendships • Share knowledge • Be the online social space for a class • Get an answer to a question and not wait a week until the next class Real-time instant messaging conversations Source: Unsplash.com @thenewmalcolm
- 65. So what’s missing? •They aren’t lecturer led • Incorrect information can be shared and lecturer cannot correct it • No control over what is said in them • Students have access to each others mobile phone number (and the lecturers if they’re in the group) These social networks for learners don’t exist for 1st years
- 66. Here’s the pitch… Source:https://unsplash.com/@campaign_creators
- 67. We propose thecreation of a formal Community Platform for learners that is lecturer led and is ubiquitous across your institute.
- 68. Why? • One placefor all communications with a class • Lecturer led • Organised channels for each module (e.g. classes, labs, assignments and watercooler) • Real-time messaging • Desktop and mobile apps • Works in their web browsers • Notifications on their mobile app • Can be used for synchronous and asynchronous classes • Share and collaborate on documents • Teacher & Social presence A single Community Platform for all students and lecturers
- 69. You VS YourStudents
- 70. 1. How doI get started? • Students need to download the app and login • Use simple Ice Breaker • Use personal profiles and photos • Make it a safe place • Use video feedback • Be responsive to students needs • Provide messages that are respectful, positive, encouraging, timely, and frequent
- 72.
- 73. Students need aTeams Induction Session 1 Give students information on how to access Teams and everything they’ll need to get started…
- 74. How do Iuse this thing? 2 Give students information on how to use Teams
- 75. Welcome Students 3 Encourage studentsto download the apps and upload a profile picture Pilot Programme using Slack
- 76. What’s a channel? 4 Givestudents an overview of the channels and what they’re used for
- 77. Start posting 5Introduce someice breaker activities to get students posting and replying Who’s from Waterford? Who plays an instrument? Who speaks a foreign language?
- 78. Help each other 6 Encouragestudents to post their questions and respond to questions from others
- 79. Create breakout rooms/ group chat 7 Create chat groups for students or ask them to set up the chat group themselves They can chat, share documents, collaborate and have group video calls here
- 80. The Water Cooler 8Encourage off topic chat in a water cooler channel
- 83.
- 84. See you in5 minutes ☺
- 85.
- 86. Online Programme Team SPONSOR COURSE LEADERSUBJECT MATTER EXPERT ELEARNING DEVELOPER LECTURER ETUTOR PROJECT LEADER TECHNOLOGY SUPPORT ADMINISTRATION STUDENT EXPERIENCE OFFICER
- 87. Datapoints • Moodle Reportfor Activity • Slack analytics • TutorTime
- 88. Slack - DaysActive In Past 30 Days
- 89. Slack - MessagesPosted in the Past 30 Days
- 90.
- 91.
- 92.
- 93.
- 94. Interventions eTutor • Ifstudents aren’t engaging in past 7 days email Student Lecturer • If student fails to engage in two weeks Student Experience Officer • If student doesn’t reply to tutor/lecturer Administrator • Does the student want to continue the course
- 95. It is importantto note that technology should not be used without sound pedagogical reasoning and relevance to learning outcomes (Beggs, 2018) “ “
- 96. In This Talk Section1: TutorStack Section 2: Interaction and Engagement Tools for Online Classes Section 3: Community and Collaboration Section 4: Retention and Interventions
- 97. Keeping Classes Engaging We kept camerason, microphones muted We broke this session into segments We took breaks every 20 minutes I asked you some questions using Mentimeter I asked you to raise your hands I might have called your name and ask you a question
- 98.