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Hel one note group activity
- 1. High Involvement Team Learning with OneNote Class Notebook Jonathan Newman Department of English College of Arts and Letters jnewman@missouristate.edu Dual Credit Conference
- 2. What is OneNote? • Digital note taking app (compare to Evernote, Google Keep, Apple Notes, Bear, etc.) • Record and organize text, image, audio, simple drawing, images, video, web links, drawings, images, Office documents 2
- 3. Why use OneNote? • Integrates easily with other Office applications • Now (somewhat) integrated into Blackboard LMS • Edit documents flexibly with familiar* interface • Class NoteBook feature enables online collaboration • Individual student contributions to group efforts are tracked * Your mileage may vary 3
- 4. Organization • Notebook • Section Group • Section • Page • Class Notebook • Collaboration Space • Section Groups, et. (can be edited be edited by all or selected members) • Content Library (file drawer– can be copied but not edited by students) 4
- 5. Four Themes of “Authentic Learning” 5 1. An activity that involves real-world problems and that mimics the work of professionals; the activity involves presentation of findings to audiences beyond the classroom. 2. Use of open-ended inquiry, thinking skills and metacognition. 3. Students engage in discourse and social learning in a community of learners. 4. Students direct their own learning in project work. Source: https://www.ernweb.com/educational-research-articles/the-four-characteristics-of-authentic- learning/
- 6. Corpus Analysis Group Project • Delivers encounter with “raw” specimens of historical language. • Requires integrating knowledge, concepts and skills acquired through course materials and individual activities. • Requires discernment about what kind(s) of knowledge are relevant to the task. • By asking them to produce explanatory materials intended to make the text accessible to others, cultivates a more critical understanding about how knowledge is made through the activity of scholarship. 6
- 7. Student Responses: Significant or valuable? “The most significant thing I’ve learned from this activity is that online classes can be equally as interactive as seated courses! This activity took a good amount of communication both between students and the professor, and between students in the same group. The interaction was key to getting the project accomplished, and honestly, I think I communicated more with my classmates in this group project than I have with group projects I’m seated classes. The interaction with the people and with the material was interesting, informative, and enjoyable! (That may be the only time I’ve ever said that about a group project.)” 7
- 8. Student Responses: Confusing? • “I just hate the layout of OneNote. It's personal preference, but I hate using it. It took me a while to find the group's page and I hate having to scroll all over the place to see what is posted.” • “While I didn't care for OneNote, I did like the group projects. I think it was a good learning tool.” 8
- 9. Student Responses: Significant or valuable? • "It was interesting to see what Old English looked like within a text. It adds context to the concepts learned in lecture." • “Personally, the most valuable thing I think I learned was the ability to share real-time changes to assignments via OneNote. I've definitely been a hold-out, but I believe I'll try to use it more often.” • “Working together as a team. Love OneNote!” 9
- 10. Student Responses: Significant or valuable? • "I learned a lot about how language changes over time and gave me hands-on experience with the language.” • “The main thing this activity helped me with is understanding the translation of Old English. My teammates were able to collaborate and come up with an accurate translation for our passage, and I think that was really helpful.” • “Take notes while reading so you don’t have to go back and find things!” 10
- 11. Summer 18 evals “I greatly appreciated having Slack to communicate with other students in a more convenient and less formal manner than e-mail. In addition to that, working on our group projects through OneNote was easier than Google Drive (which is what I usually use for group projects). It was convenient to already have everyone in a group (created by Dr. Newman) and reassuring that if we were confused, Dr. Newman could pop onto OneNote and see where we were at and help us figure out a solution to any problems or confusions we were having.” 11
- 12. Challenges and opportunities • Getting teams to consult from and learn from each other’s work. • Increasing collaboration and mutual accountability (rather than just division of labor). • Support students with technological deficits and inhibitions. • Ensuring universal design. • Summative reflection (what did I learn? what did I learn how to do?) 12
- 13. Other group project possibilities? • Concept map? • Close reading/annotation/analysis? • Artifact description and analysis? • Responses to secondary sources or theoretical texts? • Have students set projects for each other (within appropriate parameters?) 13
- 14. Other Resources • www.onenoteforteachers.com • https://educationblog.microsoft.com/en-us/2018/02/onenote- higher-education-teaching-advising-administration/ • https://experts.missouristate.edu/display/KB/OneNote+Class+No tebook ! 14
Editor's Notes
- Welcome and thank you everyone.
- First of all, what is OneNote? Part of the Office Suite.
- I like getting value for the University’s money. There is a lot of value to be found in OneNote I think. Better than Wiki feature in Blackboard, and better, than Google Docs. This is because One of the things that the Class Notebook does is to recreate the experience of the whiteboard collaboration in the online space. I think this is crucial to achieve online instruction that is as rich, meaningful, and open-ended as seated instruction. I have a great deal of respect for my colleagues in the FCTL, and have learned a lot from them, but my uninformed opinion is that the instructional design mentality in combination with traditional online modalities can risk a narrow and over-programmed experience. (Super Mario vs Minecraft) OneNote collaboration responds to student concerns about “fairness” and getting credit for their own contribution.
- Let’s switch over to the program here and poke around. Each level of organization can be copied, duplicated, etc.. Each student is assigned an individual notebook. Some take advantage of it. Very useful to see how they’re resynthesizing the material.
- Now one problem I have with many of the definitions I see of “authentic learning” is the implicit definition of ‘real-world’. The real world includes scholars and the things we do, and so I prefer the concept oif mimicking the work of professionals. As for these, I’m going to talk about one particular kind of assignment, three instances of which you will find in the handout. I don’t think these assignments are ideal or optimized yet. I hope to improve and refine them, and I hope we have time to discuss possibilities for that in the latter part of this session.
- Corpus linguistics is the study of language as expressed in corpora (samples) of "real world" text. Corpus linguistics proposes that reliable language analysis is more feasible with corpora collected in the field in its natural context ("realia"), and with minimal experimental-interference. philology, historical linguistics. Mimickin what historical linguists and scholars working with dead languages do at the basic level, which is confronting texts and deciding how to understand them and what they can tell us about how their makers and users understood and used their own language. Please consult your handouts Now the sample texts I provided varied in how raw they actually were. To a certain extent, they were all “prepared” a bit insofar as I didn’t give them manuscript images, but that kind of technical work in paleography is beyond the scope or purpose of this class. One way in which this project mimicked real professional work was my requirement that students use an application called Slack: slack is a chat application designed for collaboration in small groups. Now I use Teams
- It’s always nice when you have a student who gets it! It also must be said that, as in any class, some groups will be better than others, and one has to weigh between intensifying the exponential value that more competent students (whether because of talent or preparation) will get from working with each other versus the benefit to the rest of the class of distributing the more obvious talent between groups.
- Can’t please everyone. Some students want their food cooked, some want it cut up for them, and some want to be hand fed. This assignment I hope will show students how to cut their food and feed themselves, but not everybody’s gonna like that. This is why I think evaluations are mostly garbage, beside the fact that they are heavily biased toward people like me whose professorial authority has been naturalized by generations of practice and media representation. But back to the matter at hand.
- While I didn’t get much more specific hate or love for OneNote, I did get a reasonable number of complaints that the course used too many platforms: Blackboard, OneNote, and Slack.
- To me the most interesting takeaway here is how you can’t assume students will know something that you should take notes while you read. This is seems to be a habit of fundamental importance to students, so if a student came away from this assignment simply having acquired this practice, I’m gonna call that a big win even if they never look at another word of Old or Middle English again.
- These evaluation did not have any prompts specifically about the OneNote Group Activities. The real time collaboration enabled by OneNote in combination with its robust editing capabilities gives it great potential in my mind to actually make online learning less of a reduction of a seated learning.
- Let’s create a repository of assignment and collaboration ideas. I’m a great believer in the pedagogical commons.