This document summarizes a presentation about using social media to develop social presence in the German language classroom. It begins with definitions of social presence from literature and discusses its evolution from early computer-mediated communication research to the modern Community of Inquiry framework. The presentation then describes a study where students collaborated on Facebook in German. Results showed students developed social, interactive, and cohesive social presence through affective communication, questions, and references to the group. Interviews found students perceived the activity as fun, collaborative, and a way to learn about different cultures while improving German.
High Impact Strategies for Enhancing Student Engagement Online and Hybrid Ma...Michael Germano
Strategies for impacting student success and satisfaction in online and hybrid classes via increasing social presence in digital learning environments.
Karen Swan: Social presence in online learning: what’s the big deal?Alexandra M. Pickett
Day 2 Presentation
Presentation: Social presence in online learning: what’s the big deal?
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
High Impact Strategies for Enhancing Student Engagement Online and Hybrid Ma...Michael Germano
Strategies for impacting student success and satisfaction in online and hybrid classes via increasing social presence in digital learning environments.
Karen Swan: Social presence in online learning: what’s the big deal?Alexandra M. Pickett
Day 2 Presentation
Presentation: Social presence in online learning: what’s the big deal?
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
This presentation explores multiethnic learning on e-learning platforms. We look at the criteria for choosing a learning platform, explore issues of diversity, and create our own online content.
There is now a wide variety of forms and communication tools and online publication, which has built and nurtured what has been called, among other designations, the social web. However, many of these ways require a considerable investment of time and attention, both regarding the preparation / production of what is published and shared, as well as regarding the interaction (reading, viewing, scanning) of what is shared by other users.
Twitter launched a new way to publish and communicate online with short messages (140 characters), now known as microblogging. Since then, other "short" forms to publish and share content have appeared, such as Pinterest, Vine (6-second videos) or Tumblr.
The advantage that these tools or services provide has to do, on the one hand, with the relatively low investment of time and effort in terms of production and publication, and, on the other hand, with its good integration into mobile platforms (phones and tablets). The combination of these two variables contributes to considerably lower the barriers to publishing and consumption of shared information, making both easily available and enforceable at anytime and anywhere.
In terms of learning, these forms of publication and interaction expand and diversify the possibilities of content creation and interaction with these, as well as contribute to the development of a PLN (Personal Learning Network), through the connections that are established by these social tools. Thus, these "forms" or "formats" can withstand and stimulate in a very significantly way the emerging perspective of a ubiquitous learning largely based on mobile technologies.
As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students’ feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.
. “Isolation leads to higher dropout rates” (Ali and
T Smith, 2015), and poorer learning outcomes. Community creates a better learning experience for
students (Wenger, 1998). We need to create an online community for our students, not just to
replicate classroom communities online during COVID 19 Social Distancing but as a fundamental part
of how we teach in the future.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
This presentation explores multiethnic learning on e-learning platforms. We look at the criteria for choosing a learning platform, explore issues of diversity, and create our own online content.
There is now a wide variety of forms and communication tools and online publication, which has built and nurtured what has been called, among other designations, the social web. However, many of these ways require a considerable investment of time and attention, both regarding the preparation / production of what is published and shared, as well as regarding the interaction (reading, viewing, scanning) of what is shared by other users.
Twitter launched a new way to publish and communicate online with short messages (140 characters), now known as microblogging. Since then, other "short" forms to publish and share content have appeared, such as Pinterest, Vine (6-second videos) or Tumblr.
The advantage that these tools or services provide has to do, on the one hand, with the relatively low investment of time and effort in terms of production and publication, and, on the other hand, with its good integration into mobile platforms (phones and tablets). The combination of these two variables contributes to considerably lower the barriers to publishing and consumption of shared information, making both easily available and enforceable at anytime and anywhere.
In terms of learning, these forms of publication and interaction expand and diversify the possibilities of content creation and interaction with these, as well as contribute to the development of a PLN (Personal Learning Network), through the connections that are established by these social tools. Thus, these "forms" or "formats" can withstand and stimulate in a very significantly way the emerging perspective of a ubiquitous learning largely based on mobile technologies.
As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students’ feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.
. “Isolation leads to higher dropout rates” (Ali and
T Smith, 2015), and poorer learning outcomes. Community creates a better learning experience for
students (Wenger, 1998). We need to create an online community for our students, not just to
replicate classroom communities online during COVID 19 Social Distancing but as a fundamental part
of how we teach in the future.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. History of Social Presence (SP)
• Social presence is the degree of salience (i.e., quality of state of being
there) between two communicators using a communication medium.
(short, Williams, and Christie, 1976).
• Intimacy= joint function of eye contact, physical proximity, smiling,
etc. (Argyle & Dean, 1965)
• Immediacy= the relationship between the speaker and the objects he
communicates about, the addressee of this communication, or the
communication itself (Wiener & Mehrabian, 1968)
GSAA conference 2018 Leier
5. What is Social presence?
• Property of media used in communication exchange (Short, Williams,
& Christie, 1976)
• The experience of being together, telepresence (Collins and Murphy,
1997)
• Self-projection into a group (Rourke et al. 2001)
• Recognition of the potential for two-way communication and
psychological involvement of perceived access to another human
mind (Nowak and Biocca,2001)
GSAA conference 2018 Leier
6. Various Definitions
Social Presence is:
• “the degree to which a person is perceived as a ‘real person’ in mediated
communication” (Gunawardena, 1995, p. 151)
• ….the ability of learners to project themselves socially and affectively into
a community of inquiry (Rourke et al., 1999)
• ….”the ability of participants in a community of inquiry to project
themselves socially and emotionally as ‘real people’ through the medium
of communication being used” (Rourke et al., 1999, p. 94)
• …the degree of feeling, perception, and reaction of being connected by
CMC (Tu & McIsaac, 2002)
• “…….a student’s sense of being in and belonging in a course and the ability
to interact with other students and an instructor” (Picciano, 2009., p…)
GSAA conference 2018
Leier
7. Timeline
Phase Period Research Focus of research
1 1970s Short et al. telecommunications
2 1990s to early 2000s Gunawardena
Garrison et al.
Tu et al.
Swan
Richardson
CMC and online learning
3 Mid 2000s to present Garrison
Kehrwald
Picciano
Kreijns
Swan
Lowenthal
Online learning and Community of Inquiry
GSAA conference 2018 Leier
8. Community of Inquiry (CoI)
The Community of Inquiry framework (Garrison et al., 2000)
GSAA conference 2018 Leier
9. Three categories of Social Presence indicators
• Affective communication
Expression of emotions
Use of humour
Self-disclosure
• Interactive communication
Vocatives
Refers to group using inclusive pronouns
Phatics, salutations
• Cohesive communication
Continuing a threat
Referring to other messages
Compliment
GSAA conference 2018 Leier
14. Task design
• Topics 1 and 2 = personal biography (task type one, monologic), weak
Topics 3 and 4 = comparison and critical analysis (task type two,
reflective, intercultural), strong
Topic 5= presentations in mixed groups (joint product- global
citizenship)
Topics for the presentation:
Holidays -Easter, Christmas, Birthday?
National holidays - Independence Day, Waitangi Day
Winter and Summer in Finland and in New Zealand
(Waire & O’Dowd, 2009;
Kress & van Leeuwen, 2001)
GSAA conference 2018 Leier
15. Research questions
RQ1: How do students develop social presence on Facebook-group?
RQ2: How do students perceive the online community collaborating on
a Facebook group?
GSAA conference 2018 Leier
16. Facebook logs and social presence (students)
coding protocol and results
Definitions, examples posts comments
Affective
>expression of emotion
>use of humor
>self-disclosure
>punctuation
Emoticons (wave, smiley, surprise, sad)
‘lol’, irony
information in tasks
double exclamation marks, question marks
30
2
75
6
34
2
14
2
Interactive
>asking questions
>compliment
>like
>seen
Warum benutzt du Englisch? Kann dein Hund
Tricks?
Tolles Video, das Mädchen ist so hübsch
1
0
332
3080
19
6
7
0
Cohesive
>referring to group
>greetings
>pronouns
Hey guys- grammar tips/ Alles klar? Hallo team.
‘uns’, ‘ihr’
4
10
2
0
0
0
GSAA conference 2018 Leier
17. Examples of Facebook contents
Affective:
• Ich bin nicht so gut mit Videos.
• Hallooo!!!
• Ich liebe ein gutes Dessert!!!!
Interactive:
• Welche Farbe benutzt du für malen?
• We have to click to download (help each other)- language= English…
• Was für ein süsser Hund!
Group cohesion:
• Hi team
• Ich hoffe, ihr hattet ein schönes Wochenende.
• German noun genders (table posted), label of NZ wine which has Finnish name, flags on title page
GSAA conference 2018 Leier
19. Results: Interviews and post-questionnaire
How did students perceive activity?
• Our group found text communication over Facebook messenger useful.
• That collaboration made it more fun.
• The difference of the whole project compared to "normal" ways of
studying.
• I have learnt about Finnish culture and traditions, which I found interesting
and really enjoyed!
• I have learnt more about both of our cultures while improving my German
• There are many different people from all over learning German.
• Meeting new people.
• How to collaborate with "strangers”.
GSAA conference 2018 Leier
Lack of traditional communication cues in the electronic classroom, = ways to enhance the two components of SP
Karen Swan
Social presence as one of the three presences
Communication can be traditional or non-traditional
The researchers developed protocols for coding online discussion based on theseindicators which they established as both useful and reliable in a pilot content analysis of two online cla
Rourke et al. (1999), used for content analysis
Learning through communication
https://www.facebook.com/groups/1151219271681770/
From pre-questionnaire
Task design to influence development of social presence, reciprocal communication patterns and tiemly responses (Tu and McIsaac, 2002)
Guided by the concept of O’Dowd and Ware, 2006: three- layer approach design
Thema 1= Name, Alter, Hobbies (Video)Thema 2= Heimatstadt (Schreiben, Fotos)
Thema 3: Mahlzeiten (Schreiben, Fotos) Thema 4: Kleidung, Kleidergeschäfte (Fotos)
multimodal meaning making theory (Kress & van Leeuwen, 2001)
112 in total
Task type influence degree of SP, the feeling of real
Facebook has affordances to enhance SP