This presentation highlighted ways that community colleges can build classroom community during periods of remote learning. It discussed the Learning Community program at Community College of Baltimore County, which pairs interdisciplinary courses. Data showed higher pass rates, GPAs, and retention for students in learning communities.
The presentation provided an example of an ESOL writing course paired with a communications course. Integrated assignments and activities were used to build community between the linked classes.
Various virtual activities were presented for building community remotely, such as breakout rooms, discussion boards using audio or video, weekly reflections, and incorporating pandemic themes into coursework. Audience members also shared their own strategies for building online community.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
The document discusses teaching in online versus traditional classroom environments. It summarizes research comparing the two environments and identifies limitations in the existing research. The research finds that online teaching requires more time for activities like materials creation and technology use. It also notes that online teachers often receive little training and that teacher training programs rarely include systematic preparation for online teaching. Roles like course designers and facilitators are also discussed.
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
This document provides instructions for students on how to navigate and use the Blackboard learning management system. It outlines how to log in to Blackboard, view course content, submit assignments, check grades, contact professors and peers, participate in discussion boards and blogs, and get troubleshooting help. The goal is to enhance the educational experience by providing interactive tools for communication and collaboration between students and teachers.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document discusses online learning and the design of online courses. It provides definitions of different types of online courses and statistics on trends in online enrollment. Independent schools are increasingly offering online and blended courses for reasons like enrichment, preparing students for online college courses, and providing access to courses the school cannot offer otherwise. The document outlines challenges in designing online courses, like creating discussions without in-person interaction and utilizing technology without making it the focus. It provides examples of how one teacher designed her "Madness in Literature" online course, including using online chats, forums, and varied assessment types like podcasts and blogs. The teacher learned the importance of pacing and helping students learn how to learn online.
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
The document discusses teaching in online versus traditional classroom environments. It summarizes research comparing the two environments and identifies limitations in the existing research. The research finds that online teaching requires more time for activities like materials creation and technology use. It also notes that online teachers often receive little training and that teacher training programs rarely include systematic preparation for online teaching. Roles like course designers and facilitators are also discussed.
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
This document provides instructions for students on how to navigate and use the Blackboard learning management system. It outlines how to log in to Blackboard, view course content, submit assignments, check grades, contact professors and peers, participate in discussion boards and blogs, and get troubleshooting help. The goal is to enhance the educational experience by providing interactive tools for communication and collaboration between students and teachers.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document discusses online learning and the design of online courses. It provides definitions of different types of online courses and statistics on trends in online enrollment. Independent schools are increasingly offering online and blended courses for reasons like enrichment, preparing students for online college courses, and providing access to courses the school cannot offer otherwise. The document outlines challenges in designing online courses, like creating discussions without in-person interaction and utilizing technology without making it the focus. It provides examples of how one teacher designed her "Madness in Literature" online course, including using online chats, forums, and varied assessment types like podcasts and blogs. The teacher learned the importance of pacing and helping students learn how to learn online.
Blended learning combines online digital media with traditional classroom methods. It is defined as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace. This document discusses various models of blended learning and factors to consider when designing a blended learning environment, including learning styles, pedagogical approaches, and sustainability. The document encourages readers to develop a blended learning methodology for their own course by specifying learning outcomes, activities, and tools.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The document summarizes proposed revisions to the core English curriculum at Minneapolis Community and Technical College. It discusses the challenges and strengths of the current curriculum, the vision for a revised curriculum, implications and next steps. Key aspects of the proposed revisions include alignment across courses, emphasis on multimodal literacy, critical literacy and composing for social change, and use of technologies like wikis. Faculty were asked to provide feedback on the proposed revisions.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
The document discusses roles and responsibilities in online education. It describes three main roles: 1) online course designers who develop instructional materials, 2) online teachers who present activities, manage pacing and student interactions, and conduct assessments, and 3) online facilitators who mentor and advocate for local students and proctor exams. It also discusses challenges like the lack of teacher training, high workload for online teachers, and need for more research on best practices.
This document provides an annotated selection of online educational resources to support the continuity of teaching and learning during the COVID-19 pandemic. It includes 72 curriculum resources, 21 professional development resources for teachers and parents, and 20 tools to help manage teaching and learning. The resources are grouped by language and coded based on subject area, grade level, and the competencies they aim to develop. The goal is to help education leaders design or improve plans for continuing education remotely during this challenging time.
An Overview of Criteria for Selecting an LMS.docx.David Brooks
Paper presented at Second Canadian International Conference on Advances in Education,Teaching & Technology 2017, 29-31 July, 2017, Toronto, Canada
This letter is to inform you that the scientific committee has selected your abstract for oral presentation in the Second Canadian International Conference on Advances in Education,Teaching & Technology 2017 (EduTeach2017) which will be held on 29-31 July 2017, at the International Living & Learning Center, Ryerson University, Toronto, Canada.
Dwyer, J., Gaither, M., Kunzman, R., & Barbour, M. K. (2021, June). Educational, social, and civic issues [Panel]. Homeschooling Summit: Problems, Politics, and Prospects for Reform
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
CIDER 2020 - Sense of irony or perfect timing: Examining the research support...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, January). Sense of irony or perfect timing: Examining the research supporting proposed e-learning changes in Ontario. A presentation for the Canadian Institute of Distance Education Research.
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Implementation and Evaluation of HBSE Courses using Collaborative Learning Gr...Jimmy Young
The document discusses implementing and evaluating collaborative learning groups (CLGs) in human behavior and the social environment (HBSE) courses. It outlines how CLGs were used in both online and face-to-face HBSE courses at Virginia Commonwealth University. A formal evaluation compared student learning outcomes between the online and face-to-face courses. Students in the online course scored higher in conceptual knowledge and overall knowledge, though there was no significant difference in evidence-based or diversity knowledge.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The document summarizes proposed revisions to the core English curriculum at Minneapolis Community and Technical College. It discusses the challenges and strengths of the current curriculum, the vision for a revised curriculum, implications and next steps. Key aspects of the proposed revisions include alignment across courses, emphasis on multimodal literacy, critical literacy and composing for social change, and use of technologies like wikis. Faculty were asked to provide feedback on the proposed revisions.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
The document discusses roles and responsibilities in online education. It describes three main roles: 1) online course designers who develop instructional materials, 2) online teachers who present activities, manage pacing and student interactions, and conduct assessments, and 3) online facilitators who mentor and advocate for local students and proctor exams. It also discusses challenges like the lack of teacher training, high workload for online teachers, and need for more research on best practices.
This document provides an annotated selection of online educational resources to support the continuity of teaching and learning during the COVID-19 pandemic. It includes 72 curriculum resources, 21 professional development resources for teachers and parents, and 20 tools to help manage teaching and learning. The resources are grouped by language and coded based on subject area, grade level, and the competencies they aim to develop. The goal is to help education leaders design or improve plans for continuing education remotely during this challenging time.
An Overview of Criteria for Selecting an LMS.docx.David Brooks
Paper presented at Second Canadian International Conference on Advances in Education,Teaching & Technology 2017, 29-31 July, 2017, Toronto, Canada
This letter is to inform you that the scientific committee has selected your abstract for oral presentation in the Second Canadian International Conference on Advances in Education,Teaching & Technology 2017 (EduTeach2017) which will be held on 29-31 July 2017, at the International Living & Learning Center, Ryerson University, Toronto, Canada.
Dwyer, J., Gaither, M., Kunzman, R., & Barbour, M. K. (2021, June). Educational, social, and civic issues [Panel]. Homeschooling Summit: Problems, Politics, and Prospects for Reform
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
CIDER 2020 - Sense of irony or perfect timing: Examining the research support...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, January). Sense of irony or perfect timing: Examining the research supporting proposed e-learning changes in Ontario. A presentation for the Canadian Institute of Distance Education Research.
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Implementation and Evaluation of HBSE Courses using Collaborative Learning Gr...Jimmy Young
The document discusses implementing and evaluating collaborative learning groups (CLGs) in human behavior and the social environment (HBSE) courses. It outlines how CLGs were used in both online and face-to-face HBSE courses at Virginia Commonwealth University. A formal evaluation compared student learning outcomes between the online and face-to-face courses. Students in the online course scored higher in conceptual knowledge and overall knowledge, though there was no significant difference in evidence-based or diversity knowledge.
Engagement, Community and Belonging in the Online Classroom: Pandemic LessonsLucindaStanley
The document summarizes a presentation given by ESOL faculty from the Community College of Baltimore County on building engagement, community, and belonging in online classrooms based on lessons learned during the pandemic. It discusses definitions of classroom community, belonging, and engagement. Practical techniques presented for building community online include Jigsaw readings, a Hall of Fame discussion board, and other discussion board formats. The importance of learning communities for student success is also addressed.
1. This document summarizes a blended learning course on Women's Studies that utilized both in-class and online components.
2. The course used group work, writing assignments, discussions, wiki projects, and exercises both in and outside of class. An online course site provided resources and materials for students.
3. Assessments of student learning, including grades on assignments and final grades, showed no significant difference between the blended course and traditional courses. However, student and instructor feedback noted increased participation, critical thinking, and independence through the blended approach.
This document discusses credentialing and peer-to-peer learning. It compares institution-based learning with community-based learning. Institution-based learning focuses on courses within a single institution, uses private student assessments, and credentials are granted by the institution. Community-based learning uses open content, focuses on real-world problems, incorporates expertise from various communities, provides public feedback, and credentials are implicitly granted by the validating community. The document argues that content, learning goals, assessments, and student work should be public and contribute to communities to better support learning over classification. Feedback on these ideas is encouraged.
Guidelines for Collaborative Online International Learning - Mobility from Ho...Susana Galante
Handbook for practitioners on how to embed collaborative online international learning (COIL) created for Internationalization Department at Kibbutzim College of Education by Susana Galante and Dr Anya Glickman
The document discusses strategies for enriching students' online learning experiences through the integration of three presences: social, cognitive, and teaching. It outlines various techniques instructors can use to improve each presence. For social presence, it recommends facilitating discussions, modeling social cues, and requiring graded discussions. For cognitive presence, it suggests using problem-based and debate prompts, as well as having instructors take challenging stances. For teaching presence, it advises course design techniques like setting clear expectations, and facilitation techniques like focusing discussions and providing feedback. The goal is to help instructors humanize online content and build a community of learning through strategic integration of these three presences.
Sheldon Berman, The Achievement Gap VS the Empowerment GapSheldon Berman
The document discusses reframing the achievement gap as an empowerment gap. It describes how generational poverty and racism can leave students feeling powerless and unable to effect change. The author details Jefferson County Public Schools' approach which focuses on developing student empowerment through building classroom community, engaging inquiry-based curricula, and service-learning opportunities connecting classroom lessons to helping the community. These approaches aim to help students see they can take control of their lives and make contributions to overcome challenges like poverty and racism.
Respond to at least two peersand the instructor35 words or.docxmackulaytoni
Respond to at least two peers
and the instructor
35 words or more per a person
Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
The first person is
Instructor Kyger
Class, The International Society for Technology in Education (ISTE) website provides a way for educators to connect with peers and share knowledge and ideas. ISTE also offers innovative educational technology resources to support professional learning in the education field.
NETS for students 2007.
What are your thoughts on ISTE? Are you a member, would you consider being a member?
How can ISTE help you as an educator in better utilizing CCSS?
The second person
is Patricia Ogundare
CCSS for Math and English Arts
My view of Common Core, that is, it was designed to protect students’ from receiving an inferior education, so that no matter where they live the educational experience they encounter will be the same as other students who are in the same grade. It basically says all students should have access to the same information, especially in ELA and Math, which outlines “clear goals” (CA CCSS, n.d.) of what all students should “know and be able to do in each subject in each grade”
California
. “Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace” (CA CCSS, n.d.).
Support the needs of all learners
To ensure that learning occurs in classrooms district leaders must insist on hiring teachers with efficient skills in the subject area they teach. Those who teach math must be proficient for the grade level they are teaching with knowledge of more than one way to teach math concepts. The same is true for ELA. Antiquated methods for teaching must be removed and innovative technology must replace green, non-digital white boards, and black boards. Boards must be technology friendly and capable of moving to the height needed for students or teachers who require wheel chairs.
For those students, who need special reading, audio and visual apparatuses equity for access must be granted. Reso.
Research to Practice Conference 2013 Lindenwood UniversityMario Giampaolo
1) The document discusses using learning contracts in an Italian academic course to develop student-centered learning, reflection, and participation.
2) It was found that learning contracts helped students organize their learning according to their interests and stimulated deep reflection on the learning process.
3) Learning contracts also facilitated interactions between students and the instructor. However, ensuring students understand what learning contracts are and why they are being used is important.
Action Research And Tutoring in The Online Learning Community. New Implicatio...Michelle Shaw
This document summarizes a study on an online Master's program delivered through a blended model. The program aimed to train students to design online courses and was assessed through individual exams, but not online interactions. The study used an action research approach to reflect on how to improve online learning communities. It discusses literature on online learning communities and their key characteristics, such as trust, identity, and collaboration. It also discusses how adult education principles like democracy, autonomy and reflection can be applied in online communities. The learning community metaphor is proposed as a way to develop these principles through online interactions and knowledge building.
SoTL from the Start
Nancy Krusen, Anita Zijdemans Boudreau, Laura Dimmler
Traditionally, Scholarship of Teaching and Learning (SoTL) tends to focus on retrospective outcomes within one assignment, module or course. Self-study curricular design offers unique opportunities to navigate unknowns through formative, systematic SoTL work. The purpose of the session is to propose scholarly teaching and learning intentionally integrated into program development. The session explores an intricate process incorporating SoTL during creation of an interprofessional PhD in Education and Leadership. The process includes comprehensive mapping of curriculum, deliberate collaborative inquiry across an interprofessional community of novice and expert scholars, and projected chronicling of impact. Participants will review a prospective SoTL process, followed by collaborative design of projects. Literature: There are elements of backwards design and curricular self-study contributing to SoTL from the start, however, literature discussing SoTL in design processes is limited. Nelson described five general groups of SoTL, none of which specifically address prospective development (2004).More
recently, Nelson described an idealized seven-step model to design, present, and analyze SoTL projects (2014). The model hints at front-end design but only in reference to individual courses rather than entire curricula. Wilson, Doenges and Gurung (2013) proposed a continuum of SoTL and a series of benchmarks to serve as a basis for rigorous study. They suggested “SoTL should be held to a higher standard of deliberate, well-planned, programmatic, and designed research that should extend, if possible, beyond a semester and a single class” (p. 68). Salmon articulated overlapping scholarship of integration with scholarship of teaching and learning (2004). Salmon’s work described implementation of educational practice beyond crossing disciplinary boundaries to embed Boyer’s framework for informed curricular development. Presenters propose participants expand their scholarly teaching and learning as intentionally integrated into program development. Objectives: The session will enable participants to facilitate analysis of curricular change by outlining SoTL topics suited to participant-proposed investigation; compare confirmatory and exploratory research across genres to guide SoTL process; design collaborative SoTL proposals, specific to participants’ interests; identify resources for implementation of SoTL “from the start” projects.
System connectedness is a concept suggesting that individuals find their identity through connections to community and the world. Research shows implementing this concept enhances teaching and learning by creating a sense of connectedness and intrinsic motivation. Challenges include educational reforms having less impact if students don't value content areas. Teachers can integrate system connectedness by incorporating community helpers units or promoting connections across subjects using technology like video calls. Classroom rituals also foster system connectedness through cards for absent students or songs building community.
This document provides an introduction to service-learning and community engagement for new faculty at Hobart and William Smith Colleges. It defines service-learning as applying course concepts through service that benefits the community. The document outlines the mission statements of the colleges and Center for Community Engagement, describes local demographics and resources available to support service-learning. It discusses elements of authentic community partnerships, principles of high-quality service-learning including engagement, reflection, reciprocity and dissemination. Benefits are noted for students, faculty and community partners.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Similar to Rejuvenation through building classroom community (20)
Implementation of a revised student success toolafacct
The document presents information on revising a student success tool used by a nursing program to identify at-risk students beyond their first semester. It discusses limitations of the previous tool and literature supporting predictors of academic success. A nursing taskforce developed a new two-part form incorporating objective student data and subjective self-reported risk factors to better capture relevant information. The integrated form allows for more rapid identification of risk factors and reporting to faculty to improve remediation processes.
Updating Teaching Techonologies - Real World Impact!afacct
This document outlines strategies for a grant-funded project at the College of Southern Maryland to update teaching technologies. There are 4 strategies: 1) Develop a new Cloud Computing associate degree program; 2) Collaborate with Continuing Education for stackable credentials; 3) Explore virtual teaching technologies; and 4) Target dual-enrolled and incoming freshmen. Each strategy has objectives, such as increasing enrollments, credentials earned, faculty certifications, and student GPAs. The strategies will be implemented through project management plans and budgets to maximize impact with the grant funding.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
This document discusses flow experience and strategies to reduce stress using flow dimensions. Flow experience involves being completely absorbed in an activity where there is a balance between challenges and skills. The speaker outlines how to obtain flow through clear goals, feedback, concentration, sense of control and losing self-consciousness. Stress reduction strategies are proposed that incorporate flow dimensions like breaking large tasks into small pieces with goals. Practices like contemplative writing, relaxation, gratitude and facing fears are suggested to help motivate and control stress levels.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
The document summarizes the key points from a presentation about making online course content accessible according to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. It focuses on a nine-point rubric for accessibility that includes criteria like using organized layouts and headings, descriptive hyperlinks and filenames, alternative text for images and tables, and closed captioning or transcripts for audio and video. The presentation emphasizes the legal responsibility to create accessible content and reviews best practices for text formatting, color combinations, and keeping files simple to aid accessibility.
Matchless: Service Learning that Saves Livesafacct
This document outlines a service learning project developed by an MLT program professor and Be The Match account manager. The project involved MLT students recruiting bone marrow donors on campus to help patients in need of transplants. Students were required to plan and implement donor drives and educational activities as part of their Clinical Hematology course, applying technical knowledge while fulfilling a community need. The project aimed to register 100 new diverse donors and help students develop career-relevant skills in areas like coordinating transplant teams. Students were evaluated based on planning reports, participation journals, and a final lab report on the donor drive outcomes. The project provided an example of an impactful service learning partnership between an academic program and outside organization.
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...afacct
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
This document summarizes different educational games that can be used for game-based learning. It discusses Werewords, a game similar to 20 Questions where teams try to guess a secret word. It also discusses how to create an original educational game, using Codenames as an example. Finally, it introduces Forbidden Diet, a card game that reviews circulatory system concepts.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active Learning Using Kahoot! is a presentation about using the polling software Kahoot! to engage students through active learning techniques. Kahoot! allows educators to create quizzes, surveys, discussions, and ordering activities to test students' knowledge of course materials. The presenter most often uses the quiz option, as it allows her to see if students have read assigned materials and identify concepts needing further explanation. Kahoot! quizzes can also be reused and include video elements. The presentation demonstrates examples of Kahoot! surveys and quizzes and encourages attendees to try using the platform to promote active learning in their own classrooms.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
Cellphone Photography: Using a Mobile Phone to Film afacct
participants learned how to use a mobile phone to film like a professional cameraperson. Emphasis was placed on composition, camera angles and movements to tell stories in creative ways. The presenter started with PowerPoint presentation that explained what frame, framing, and shot are. He showed how to compose shots with good head room and look room, and how to use different camera angles to tell a story. The presenter screened two of his students’ works (PSA and news story) that were shot entirely with a mobile camera and discussed the production techniques used to achieve the quality work. He also gave out handout that contained information presented in his Power Point presentation.
The presenter demonstrated how to hold mobile phone correctly and stand properly to shoot video professionally. Afterwards, each participant used their mobile phone cameras to practice different techniques that they learned, and the presenter critiqued each shot; participants got instant feedback on what is correct and/or wrong in the videos that they shot during the workshop. The participants had the opportunity to reshoot their shots until they got them right. These techniques helped participants shoot video shots that looked professional without spending a lot of money on expensive video camera.
1.6tarek18revised- Benefits of Active, Group-based Learning Approach to Comm...afacct
Community college learners are a varied and unpredictable group. Research revealed that students from diverse cultural and ethnic backgrounds learn materials better through group-based, active, and collaborative learning pedagogies. With the adoption of team teaching approaches, the students were exposed to other team members within the same group in learning of the core computing concepts. Besides, the team teaching came out to be an inclusive pedagogy, which also addressed the issues relating to Culturally Responsive Teaching (CRT). The team teaching pedagogies adopted were particularly suitable in teaching of the core computing courses at a community college setting where a majority of the in-coming freshmen have absolutely null to very little background of the fundamental knowledge in computing. The reason for adopting group-based active learning approaches in teaching of the community college computing courses was discussed elaborately. Then, beginning within an introduction to varied group-based active learning approaches targeted to computing courses, the benefits rendered through each one of the seven different group learning pedagogies were discussed in detail.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Rejuvenation through building classroom community
1. Presented by ESOL Faculty
from the Community College of Baltimore County (CCBC):
Stacie Miller smiller@ccbcmd.edu
Jessica Farrar jfarrar2@ccbcmd.edu
Sara Osman sosman@ccbcmd.edu
AFACCT 2021 Conference
Session 6.3: Friday, January 8 at 9:30am
Rejuvenation through Building
Classroom Community …
Even without a Building!
2. Executive Summary
This presentation highlighted how building classroom community during social
distancingtimes can rejuvenate both faculty and students. Stacie Miller discussed
the Learning Community program at the Community College of Baltimore
County (CCBC), through which students take interdisciplinary pairings of General
Education courses. In addition, the ESOL program also provides learning
community opportunities for students by pairing an ESOL class with a credit Gen Ed
class. Building classroomcommunity is an integral part of this high impact
practice, and data on CCBC’s learning communities link student success with such
classroomcommunity.
Next, Sara Osman provided an in-depth example of a learning community by
sharing her experience teaching an ESOL Academic Writing course pairedwith a
Communications Studies class. She gave examples of integratedassignments
between the two courses and other techniques used to build community online.
In the last part of this presentation, Jessica Farrar provided specific virtual activities
and assignments to build community in any discipline. These included a student hall
of fame to highlight the contributions of each student in a course, alternatives to
traditional written discussion boards to provide student choice and showcase their
talents, and modified jigsaw activities (expert groups) for synchronous or
asynchronous courses. Lastly, participants shared their own ideas for building
community.
3. Overview of Presentation
The Learning Community Program at CCBC
Benefits of Learning Communities
The Importance of "Community" at communitycolleges and in
the classroom
Learning Community Example: ESOL 052 (Academic Writing)
and Communications Studies 101
Ways to Build Community in Virtual Classes
Invitation to Audience: Brainstorm and share your ways of building
communityin virtual classrooms.
4. "Community is our first name"
Dr. Sandra Kurtinitis,
President of the Community College of Baltimore County
5. The Learning
Community
Program at
CCBC
A Learning Community is
when the same group of students takes two
integrated classesfrom different disciplines
Example you will hear about today: ESOL 052
(Academic Writing) and CMNS 101 (Communication
Studies)
➢ Community: The same group of students enrolls in both
courses, so students form stronger bonds with fellow
classmates as they study together, support each other,
and learn from one another. They also get to know both
teachers very well. --> Rejuvenation!
➢ Integrated Learning: Students use materials from one
course to work on the goals of the other, adding depth
to their learning and increasing their learning and critical
thinking skills.
6. Examples of Learning Communities
at CCBC
ESOL Learning Communities:
ESOL 052 (Academic Writing) and Communication Studies 101
ESOL 054 (Academic Reading) and Sociology 101
ESOL 044 (Advanced Reading) and Academic Development 101
General Education:
Communication Studies 101 and Psychology101
Communication Studies 101 and English 101
English 101 and Academic Development 101
For Nursing Majors: MATH 153 (Statistics) and PSYC 103
(Developmental Psychology)
7. Benefits of
Learning
Communities
Learning Communitiesare a High Impact
Practice: increases student engagement, student
success, and student retention(George Kuh, AAC&U,
2008).
According to West & Williams (2017), benefits of
learning communities include:
Higher retention rates
Higher GPA
Increased cognitive skills and abilities
Improvedability to adjust to college
Higher student engagement
Greaterrespect for diversity of all students
Higher intrinsic motivation
8. "Learning
Communities
Analysis for
Spring 2017-Fall
2019"
Compiled by
CCBC's Office of
Planning,
Research, and
Evaluation
Data Analysis: Comparison of 50 Learning Community Course
Sections to Non-Learning Community sections from 2017-2019:
Pass and Success Rates:
Learning community students had higher course pass rates
in 40 comparisons (80%) and for course success rates in 39
comparisons (78%)
Mean GPA through Fall 2019:
Higher for learning community students as compared to
non-learning community students in the same sections in 43
comparisons (86%),
Statistically significantly higher in 30 comparisons (60%).
Credit Accumulation through Fall 2019:
Learning community students had earned more credits
than non-learning communities in 36 of the comparisons
(72%).
Retention rates to the next semester
Learning community students exceeded non-learning
community students in 41 comparisons, or 82%.
9. A Look at a CCBC
ESOL Learning
Community:
"Communicating
Well in Writing and
Speaking"
ESOL 052 Academic ESOL Writing develops the writing
necessary for success in ENGL 101 and other college
courses. Students learn and apply effective strategies for
writing in multiple rhetorical situations. Students write, revise,
and integrate sources into writing assignments in response to
thematic, interdisciplinary college-level materials that
facilitate critical reading and analysis.
__________________________________________________________
CMNS 101 Fundamentals of Communication introduces the
study of human communication. Students develop an
understanding of the theoretical principles of verbal and
non-verbal interaction by analyzing and applying these
principles in a variety of communication contexts. Areas of
study include intrapersonal, interpersonal, cross-cultural,
small group, and public speaking
__________________________________________________________
Acceleration allows ESOL students to enroll in a credit
course, earn college credits, meet general education
requirements, and feel like a "real" member of the
college community
10. ESOL 052/CMNS 101
Learning Community
Examples of integrated assignments to build community
Essays in ESOL and informative/persuasive speeches in CMNS: shared
topics from ESOL (educational systems in the US and your country/
language policy) and outline assignments
Example outline
Example essay
Example presentation PowerPoint
Self-concept essay from CMNS adapted to include topics from ESOL
(language and culture)
Intercultural dialogue meeting with another CMNS 101 class to discuss
education, language, and cultural differences with related assignments
in both courses
11. ESOL 052/CMNS 101
Learning Community
Other aspects of community
Sharing our experiences and struggles
Support from both professors for both courses
Involving students in making decisions about the courses
Discussion boards with substantial responses to classmates, including
shared experiences and problem solving
Peer reviews to help each other learn and succeed
Student-led virtual hangouts
12. Chat Poll: Please type the number that
corresponds to your answer.
How strongly did you feel a sense of community in your virtual classes
last semester(or your current classes if teaching now)?
0=none
1=a little bit
2
3
4
5=very strongand vibrant community
13. What Students Say
about Community in a
Virtual Class
"I know with time, the connection would grow
stronger, because it's not like meeting them in
person." -- CCBC student
This quote reminds us of the importance of helping
students develop community throughout the entire
semester. It also reminds us that building community
is harder in an online environment, and students
recognize that, too. Yet, as the student says, that
connection can indeed "grow stronger" through
conscious efforts.
14. Ideas to Create Community Virtually
A. Breakout Groups Tips & Strategies
B. Jigsaws (Expert Groups)
C. Hall of Fame
D. Verbal Discussion Boards
E. Alternatives to Written Discussion Boards
F. Weekly Reflections
G. Integrating Pandemic Themes into Assignments and
Activities
15. Breakout
Room Tips
Assign a facilitator for the group before students go
into the breakout room
purposeful depending on task or random: student with
first name first in alphabet
Can ask for volunteers; some students welcome
leadership opportunities
Type directions for group ahead of time and share on
LMS
Have a common place where students can always find
the group directions on the LMS
Teach students how to share their screens
Consider having students put their answers in a shared
document in the cloud so you can monitor all groups
simultaneously
Use Onedrive documents or Google docs
Home groups: students keep same group for a period,
like one unit or one month
16. Ideas to Create Community
Virtually: A Breakout Room
Activity
Jigsaw (Expert Groups)
Kent State University website provides
great information about jigsaw activities.
Opportunity for Home Groups
Students get more comfortable with the
home group and each feels sense of
value within the home group, but also get
chances to work with other students in the
class
Figure 1. Tomaswick,L.
(2017)
17. Virtual Jigsaw Activity
Step 1: Students are assigned different
homework readings or parts of a reading
Step 2: In class or in an online wiki/discussion
board: Students with same homework
assignment meet and share ideas
Step 3: Make new groups with one student from
each expert group. Students each contribute
ideas from their expert group to complete the
activity
18. Hall of Fame
Hall of Fame highlights good ideas from individual students and
helps students see connections between their ideas
Hall of Fame Example
19. Verbal Discussion
Boards
Students can use
Vocaroo.com
How to Use Vocaroo 2
Minute Video
The following is an example of directions for a verbal discussion
board:
For this board, you are required to create one post about yourself and
respond to at two classmates.You can either write your response OR
you may record yourself using vocaroo.com and providing the link to
your recording. If you choose to record yourself using vocaroo.com,
you do NOT need to write your response, and you may speak
naturally.
This video will show you how to use vocaroo.com.
Part 1: Your Post
In your post include ALL of the following information:
1. The name you wish to be called.
2. Where you are from and what languages you speak (besides
English).
3. Tell us your favorite joke (must be appropriate for class!), a short
funny story from your life, a short story about a time when someone
was kind to you, or a short inspiring story from your life or someone you
know. Keep your response under 5 minutes. The point of this is to start
the class with some positivity!
20. Alternative Discussion Boards
1. Images
1. Studentscan share their own pictures or find pictures that in some way connect to the class topics
2. Videos (Flipgrid, screencasting, or students record using phones and upload)
1. Instead of typing out responses, studentsrecord themselvesspeaking or studentscan do a screencast
explaining a ppt or other assignment
3. Music
1. Be open to letting studentssing or create a song that connectsto your course topics. It can be amazing
and inspiring what they produce and are willing to share!
2. Studentscan pick songs that connect to the course topics.
4. Sandbox
1. Allow studentsto choose the way they respond—givethem options like writing a poem as a response,
creating a song, or even just freewriting instead of a formal response. Leaveit open and let them know it's
a place to play around and try new styles; you will be rejuvenated by what some of them create!
5. Adobe Spark, Sway (part of Office 365)
6. Padlet Discussions
7. Word Clouds
21. Weekly Reflections
Similar to in-class exit ticket, students can submit short reflection on LMS at
the end of the week.
This type of communication between student and teacher only builds
rapport which carries over into interactions with classmates.
Students reflect on learning from the week and think ahead to next week.
Examples of reflectionquestions:
How is online/remote learning going for you? What's going well? What's not?
What action that anyone took (teacher or student) this week in class was helpful
or affirming for you?
What surprised you about class this week?
What are you most proud of from this week?
Finish this sentence: I used to think … but now I think …
What did you strongly connect with from class this week? (could be an
assignment, lesson, specific comment from another student, etc.)
22. Weekly Reflections & the Pandemic
What have you learned about yourself in this class? You may consider how you
have dealt with challenges of online learning or time management. Or, you
may consider how you can apply the reading themes or skills to other aspects
of your life. Or, you can answer this question in another way that makes sense to
you.
"In this class I have learned about we have to keep laughing to bring
positiveness, reduce our stress, and keep our mind fresh. In this critical situation,
it is not easy to take online classes by managing my time. I had faced many
problems, for example, four family members including my father got the corona
positive in my native country and I know I can’t meet them if they have any
bad situation...After reading this chapter I had learned about laughter therapy
which helped to keep my mind fresh and the lesson about how to deal with this
critical situation by using laughter therapy. Laughter therapy is an art that helps
to keep mood fresh during the stress time, it reduces tiredness and at the same
time prepares to deal with the difficult situation."-- CCBC Student
23. Integrating Pandemic Themes
Warm-ups
What's the first thing you want to do once it's safe again?
How has your life changed since the pandemic began?
Find connections with course content
ESOL Reading Course: Unit about Laugh Therapy, Unit about Animal Intelligence
Studentswere able to apply laugh therapy ideas to their daily life to cope with stress
during the pandemic; studentswere also able to connect discussions about animals
with how pets can help us cope and even discussed our connections with animals,
which on the negativeside may lead to pandemics
English 101: Higher Education Unit, Social Justice and Human Rights (in the time of
Covid), Spring 2020 Life during Coronavirus Project
How can your content connect to the pandemic?
24. Your turn! How have you
created community in
your classroom?
25. Benefits of Community: What We
Want to Achieve
"I definitely feel connected to the class and to my classmates
because having zoom class I can talk with my classmates through
creating small groups. I can share my opinions, thoughts, and ideas
with my classmates and more interesting fact is I can get their
feedback right a way through talking small groups. For me having
zoom class is not making me harder to work in groups. I am feeling
this is the easy and good way to connect with our classmates." --
CCBC student
26. More Ideas to Create
Community Virtually
Master List
27. Sources
Kuh, G.D. (2008). High-impact educational practices: What they are,
who has access to them, and why they matter. Washington, DC:
Association of American Colleges and Universities.
Tomaswick, L. (2017). Active Learning –Jigsaw. Kent State University
Center for Teaching and Learning. Retrieved 4 Nov 2020 from
http://www.kent.edu/ctl/educational-resources/active-learning-jigsaw/
Roper, L. (2020, Oct 23). Learning Communities in Times of Crisis.
[PowerPoint Slides]. Washington Center Collaborative,
https://app.slack.com/client/T0164QTAQNS/C01BQSUR552
West, R.E., & Williams, G.S. (2017). “’I don’t think that word means what
you think it means’: A proposed framework for defining learning
communities.” Educational Tech Research Dev 65:1569–
1582. https://doi.org/10.1007/s11423-017-9535-0
28. List of Full URLs
Adobe Spark: https://spark.adobe.com/
Example essay: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/Ee5478oxNd5DgNytOHgj7WsBOMUMYNADGjjbaLb57
pg3dg?e=wB2UAX
Example outline: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/EdPbyKqc4m1IuIKA6f6-
xN8BueVJ9bkiQEIFAIdr4ntfsQ?e=sRVIhi
Example presentation PowerPoint: https://emailccbcmd-
my.sharepoint.com/:p:/g/personal/sosman_ccbcmd_edu/Ed2QDcWTghpBol3yAOZUJUEBut7xquCgx73qxhjmzGs
ghw?e=2QCySC
Hall of Fame Example: https://spark.adobe.com/page/ryR7dhFWEyeSy/
How to Use Vocaroo 2 Minute Video: https://youtu.be/PsJBrkVu1gQ
Jigsaw (Expert Groups): https://www.jigsaw.org/
Kent State University website: https://www.kent.edu/ctl/jigsaw
Master List: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/sosman_ccbcmd_edu/EXIgjurB0LtAgqXBmrT-
grgBLTvWbqOuS92icWTFEluhdw?e=qCvC2M
Padlet Discussions: https://padlet.com/gallery/d089g44sbg8w
Spring 2020 Life during Coronavirus Project: https://emailccbcmd-
my.sharepoint.com/:w:/g/personal/jfarrar2_ccbcmd_edu/EUNVY2AJH2ZOtEQnV863nEEBOja3DJpk0-
mhymqXdHwJMQ?e=UQV45x