Building Digitally Networked Classrooms - using Google tools
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This is a case study of how I used Google tools to build networked and collaborative learning spaces to promote a community of Inquiry. I share what worked and didn't. The student names have been carefully blocked out from the slides.
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Building Digitally Networked Classrooms - using Google tools
- 1. Digitally Networked Classrooms Potentials and Pitfalls By Jaya Kannan Director, Digital Learning Digital Pedagogy Summer Institute May 17 2016
- 2. Use charts to explain your ideasDigitally Networked Classroom Image Courtesy - Networked Learning Pradigm by Participatory Learning https://www.flickr.com/photos/49653615@N00/3677544652 Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (Eds.). (2006). Advances in research on networked learning (Vol. 4). Springer Science & Business Media.
- 3. Use charts to explain your ideasREFLECTIONS ON MY TEACHING EXPERIENCE ENG 201 – Experiencing Literature Course Fall 2015 Community of Inquiry Reader Response Theory Critical Reading
- 4. ENG 201 Course description British Imperialism in India Thanks to Laurence Musgrove for this illustration of the Reader Response theory Image Courtesy: the Illustrated Professor http://www.theillustratedprofessor.com/tag/reader-response-theory/ I linked the writings of Gandhi and Orwell My Pedagogical Focus – Applying the Reader Response Theory
- 5. Pedagogical Problem #1 How to Design the Digital Learning Space ?
- 6. Beyond threaded discussions in Blackboard Large Class with 29students Visibility and ACCESS How to Design the Digital Learning Space ? It’s a face-to-face class, mind you!
- 7. What is your idea of Experiencing Literature? How to build a learning community? Task design using Google Plus Communities
- 8. What Worked? ◉Common and single space ◉Ease of interaction ◉Media/video ◉Polling ◉Open Educational Resources alternate approach - Digital Writing What Didn’t? ◉didn’t go beyond one IRF loop IRF = Initiation, Response, Feedback #1 - How to Design the Digital Learning Space ?
- 9. How to Design the Digital Learning Space ? Watch a Video followed by a quiz The Power of Networks Video and Quiz within the same space
- 10. Pedagogical Problem #2 How to strengthen reading strategies ?
- 11. How to strengthen reading strategies ? Reading Motivation Issues ? Task design using Google Slides Tiers of interaction was possible using Google Slides.
- 12. What Worked? ◉Evidence building ◉empathy for peer’s challenge ◉links between tasks What Didn’t? ◉the “Frustration with reading” task became a cop-out for aiming low ◉discussion was limited ◉I couldn’t channel the conversation #2: How to strengthen reading strategies ?
- 13. #3 - How to promote collaboration? Duhigg, Charles. (2016, February 25). What Google Learned From Its Quest to Build the Perfect Team. The New York Times. Retrieved from http://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the- perfect-team.html?_r=0
- 14. #3 - How to promote collaboration? Collaboration for critical reading? Task design using Google Docs
- 15. What Worked? ◉Digital Annotation ◉Inquiry through Questioning ◉Multiple Perspectives a QUALITY discourse - 42 comments and not a single “I agree” What Didn’t? ◉some individuals in the class were not so involved ◉Accountability #3: How to promote collaboration ?
- 16. Pedagogical Problem #4 How to see connections ?
- 17. ““Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things.” - Steve Jobs, Wired, February 1996
- 18. #4 - How to see connections ? Example 1 Thematic Analysis by connecting different readings Task design using Google Docs
- 19. ““Let’s get one thing clear right now, shall we? There is no Idea Dump, no Story Central, no Island of the Buried Bestsellers; good story ideas seem to come quite literally from nowhere, sailing at you right out of the empty sky: two previously unrelated ideas come together and make something new under the sun. Your job isn’t to find these ideas but to recognize them when they show up.” - “On Wriitng” , p 37.
- 20. #4: How to see Connections? Example 2 Digital Story Video Google Plus communities
- 21. What Worked? ◉Evidence-based connections ◉Ownership of thematic ideas ◉Openness to readings from unfamiliar culture What Didn’t? ◉Lacked depth in explanation (AOT) ◉Sparks of ideas didn’t grow into well-developed arguments #4: How to see connections ?
- 22. Pedagogical Problem #5 What is the role of the individual in a network?
- 23. “SOLICT IDEAS FROM INDIVIDUALS, NOT GROUPS “According to decades of research, you get more and better ideas if people are working alone in separate rooms than if they are brainstorming in a group. When people generate ideas together, most of the ideas never get shared. Some members dominate the conversation, others hold back to avoid looking foolish, and the whole group tends to conform to the majority’s taste.” -Adam Grant, How to build a culture of Originality, Harvard Business Review, March 2016
- 24. #5: Individual in a Network ? Evidence of critical analysis: No two students came up with the same idea Task using Google Doc
- 25. #5: Individual in a Network ?
- 26. What Worked? ◉the socio-affective factor = caring about peers’ learning ◉Originality in thinking within a certain semantic universe ◉power of peer learning What Didn’t? ◉Emotional Comfort ◉Visibility/No hiding #5: Individual in a Network ?
- 27. Let’s review some concepts Common Space Collaboration Access Privacy Tech Know-How Accountability Potentials and Pitfalls Emotional Comfort
- 28. Credits Special thanks to all the people who made and released these awesome resources for free: â—‰Presentation template by SlidesCarnival â—‰Photographs by Unsplash
Hinweis der Redaktion
- Easy to add image Modeling was a plus and a MINUS - all the students stuck to writing about a book/place , but did not look at my Macbeth video Colleen Kane’s post on Gatsby - 2 responses, one of which is a question from Juliana but it went unanswered JUliana deGeorge’s post and Jackie fernous’ question to her Trevor O’Brien’s post - about how reading the book helped understand - unusual version of visiting museum first and reading the book later Daniele’s post about Salinger and Henry Indictor’s response about understanding better after re-reading
- SLide#6 - Anna Marie and jacqueline Fernous - I read parts of Romeo and Juliet in high school and it was very frustrating to me as well. We are not used to speaking in such eloquent language. It helped me to input the text into a site that translates Shakespeare into modern English. Slide#9 - Indictor - gives specific examples of what he struggled with. The importance of re-reading became his mantra. SLide# 15 - Chris Cornell’s slide - reponse by Colleen Keane - empathy with evidence and not just a mere “I agree” SLide # 20 - SLide by A Heffler, Danielle’s response is good - talks about multiple perspective without limiting to “I agree” SLide #34 - slide by ALexandra Draghi, response by Pippo is very good - she is giving DRaghi a solution for overcoming the furstation
- links between tasks - Danielle talked about Catcher in the rye in GPC and Henry talks about it in slides, and links are built We design and students re-design the task - we are doing this dance in the classroom - this activity became a colossal failure becasue students though that I was somehow validating that it is okay to feel frustrated and give up on reading.
- Collaboration - working together improves learning for both sides - Trevro O Brien’s reponse to ALex about connection with Gandhi small group - cohesive and united response, one grp sees difference of opinion and decides to write down each individual member’s response, my questions about “yellow faces” and PC did not get a response Shane Brady’s question -”Is he talking about the British Imperialists that force him to do his job?” - using annotation and seeking clarification Henry Indictor’s comment - compares and contrasts Orwell with Gandhi - “Orwell is the opposite of Gandhi here because he gives in to peer pressure and is unable to stand up to his anti-imperialist beliefs. It is a shame that he was torn by his job and hatred towards the British Empire”