Preparing for Class 9 Online Assignment: Using Technology to Support Teaching and Learning

29 Oct

The new heading – post class: three sections instead of one:

Section 1: The original assignment.

Section 2: Links to the slides and handouts from the in-class session.

Section 3: Your discussions and insights via the slides you created.

Section 1: The Original “Preparing for Class 9 Online Assignment”

PART I: Individual task – Each person needs to set up a Google+ account before class on Friday and adds their ID to the shared contact spreadsheet [link now taken down]. We will be using Hangouts in class.

PART II: Small group task – Each group is assigned the same readings and the same questions. However, each group will be using a different software interface when meeting to generating responses to the questions.  Before you meet for discussion read through this blog post and then

  1. Individually register with the appropriate web-conferencing service;
  2. Share that contact info with your group members via email ahead of your small group conversation – which you’ll conduct by using the platform you’ve been assigned; and
  3. Review the recommended short article, “Timeslicing in the classroom,” as a seed.

Here are the groups and their assigned tech tools:

Here are the discussion questions:

1. Develop a list of 4 questions that you could use to get to know your students’ familiarity, skills, and access to technology.  Example – Do you have Internet access in your home?

2.  Say your new teaching post requires use of an electronic platform to share / gather resources for students and-or foster discussion about course topics & ongoing feedback on assignments from students – a “learning management system” – in your face to face teaching. These LMS systems include Moodle, blogging platforms such as WordPress and Blogger, portals such as the one for our class, and Google suite products such as Google Drive and Google Plus.

  • How would you go about picking a platform?

3. What course materials will you make available to your students via completely open-access (i.e. available to the whole internet),  modified open access (open to all in a specific course, to all sections of a course, to a paired course at another location), or some version of closed access (closed to all but class, closed to all but members of a class team)? What factors might influence this?

  • Given your choice of LMS, what types of content will you post openly and what will be posted in a protected / course-specific way? What determines this?

4. List platforms we have used to get teaching/learning feedback and comment on assignments other than by handing in a sheet of printed-paper. What can you think of/discover as additional ways for students to share writing and offer feedback – with peers as well as teachers? Example – Have the students upload assigned writings to a course drop box.

As you work through the questions, do assign a group member to each of these basic roles –

  • recorder to capture ideas and share these as a reply to this blog post,
  • facilitator / time keeper so you really do use just 30 minutes and address all 4 questions,
  • document minder/researcher to make use of provided resources such as the UMemphis Guide to Teaching and Learning Tools or “Timeslicing” article.
  • NOTE: Should there be a technical hurdle (operating system, software crashes, someone doesn’t have a microphone to use with their computer), please do not stress about it. Be creative and feel free to employ whatever work-around you can come up with. It’s what your students in the future will do as well.

Finally: Recorders, remember to share a synthesis of your group’s responses as a reply to this blog post.

Section 2: Links to In-Class Materials

Michael’s presentation on course design and classroom discussion considerations when considering using technology to support learning and teaching is here – right now set up to share only with those in the GRAD8101 course.  Others will see – and are invited to complete – the request access option from GoogleDocuments.

A handout describing one mode for structured academic controversies is here, and it includes a link to a great overview article.

Section 3: Slides you created during the face-to-face segment of class

Round 1 – Pro / Con Assessment of Assigned Group Discussion Tools

Team Gangnam on Skype

Team Yes – Slide 1 on FaceFlow

Team Yes – Slide 2 on FaceFlow

Team Nice on Google+ / Google Hangouts

Team Yup on GoToMeeting

And from your discussion, here’s the synthesis of things you’d have future (and current) faculty think about in planning for using technologies to support learning and teaching in  courses we design and teach:

  • Think about the nature of intellectual property – your work and your students’ work – and how that will be addressed throughout the course of the class in order model academic integrity and academic sharing.
  • Establish guidelines and expectations of how technology is used in the classroom, beyond the classroom, in delivery of teaching and creation / delivery of learning objects / assignments.
  • Think about students’ wants and needs to have a consistent way to deliver materials electronically, and about ways in which your practices and policies regarding use of technology for learning are congruent with your philosophy of learning.
  • Deliver information.  Use technology for sharing and creating, teaching and learning.    Be conscientious of the role of the instructor in using technology and how they use it to facilitate learning
  • Set up clear guidelines and expectations for both students and teachers
  • Knowing one another (students among themselves and your interaction with them) – names (social dimension) as well as classroom input (cognitive & teaching dimensions).
  • Use the technology for a purpose, don’t just allow it to be used / in the room.
Advertisements

7 Responses to “Preparing for Class 9 Online Assignment: Using Technology to Support Teaching and Learning”

  1. IleneDawn 1 November 2012 at 7:36 pm #

    Okay all, remember to leave your comments after group discussion using the tool you’ve been assigned.

  2. Group Gangnam Style 1 November 2012 at 8:33 pm #

    Question 1: Develop a list of 4 questions that you could use to get to know your students’ familiarity, skills, and access to technology. Example – Do you have Internet access in your home?

    1. Have you ever used a teleconferencing program?
    2. How easy is it for you to access a computer?
    3. Have you ever used a file sharing program like google drive or dropbox?
    4. List any “specialty” software packages they’ve used? These should be beyond Powerpoint or Excel. Some examples might be Matlab, Corel Draw, Chem Draw etc. These specialty programs will depend on the course being taught. For example in a Computer programming class, you could ask if they have any experience with a certain language.

    Question 2: Say your new teaching post requires use of an electronic platform to share / gather resources for students and-or foster discussion about course topics & ongoing feedback on assignments from students – a “learning management system” – in your face to face teaching. These LMS systems include Moodle, blogging platforms such as WordPress and Blogger, portals such as the one for our class, and Google suite products such as Google Drive and Google Plus. How would you go about picking a platform?

    We would first find out which program the university uses most often and then decide if it meets the needs of this course. For example, if we could use moodle and the students were used to it, then there would be no reason to change to another system. We also feel that accessibility is one of the most important factors. If a more complicated (less user-friendly) program is chosen than what the students are used to, there should be a reason for doing this. The choice will also depend a bit on your class. For example, if it is writing intensive, maybe you want to give you students long blog entries. But if you want to link to journal articles, something like Moodle would be just fine. For the course we are planning, we think something like moodle would work well for us.

    Question 3: What course materials will you make available to your students via completely open-access (i.e. available to the whole internet), modified open access (open to all in a specific course, to all sections of a course, to a paired course at another location), or some version of closed access (closed to all but class, closed to all but members of a class team)? What factors might influence this? Given your choice of LMS, what types of content will you post openly and what will be posted in a protected / course-specific way? What determines this?

    If it doesn’t get you sued and doesn’t give an unfair advantage to future students, post it publicly.

    Open Access – problem sets (non-copyrighted), past quizzes, slides, lecture video etc.

    Modified open access – Course specific material that only current students are interested in (like cancellations, reminders of exams etc)

    Private (current class only, or group within class only) – past exams, readings (especially copyrighted things), sensitive test materials, etc.

    Question 4: List platforms we have used to get teaching/learning feedback and comment on assignments other than by handing in a sheet of printed-paper. What can you think of/discover as additional ways for students to share writing and offer feedback – with peers as well as teachers? Example – Have the students upload assigned writings to a course drop box.

    Chime in, google forms, email, survey monkey, forums, blog posts, or a wiki. We briefly discussed social media but felt that the other tools might be better ways to do the sharing and leave the social media more for the students personal use.

    • IleneDawn 1 November 2012 at 11:14 pm #

      Nice! Thanks for sharing Clear, thoughtful and well illustrated ideas / responses with my late night, tired brain!

  3. Team Yes! 2 November 2012 at 12:16 am #

    1. [Q] Develop a list of 4 questions … [A] Examples include: Do you know what a computer is? How many hours per day would you estimate you spend at a computer? Do you (the students) have a mobile device that can access the internet or a laptop that they can bring to class? Have you used xxxxxx (e.g., faceflow,- for those not familiar it is like skype, google chat, etc.; Moodle)? How often do you use the internet/social networking and microblogging? What programs are you familiar with? Do you have internet access at home? Web-phone or smart phone? Preferred browser? Would anyone have a problem accessing this technology in or outside of class? What locations and modes of access do you have to the internet? What modes of digital communication do you use regularly (texting, internet voice or video, tweets, blogs, etc.)? How have you used technology in past learning experiences (note-taking, video recording, ebooks, file sharing, etc.)?
    2. [Q] Say your new teaching post … [A] Does it have a very navigable platform? Accessibility, Functionality? How does the platform help achieve the learning objectives and support the activities? Does the platform engage the students better than other means? Does the platform complement the conversations in class?
    3. [Q] What course materials … [A] (NOTE: Responses varied between team members) Grades need to be individual student only, of course. Most of course materials, including the syllabi, could be made public or modified access to class only (e.g., Moodle). Material that is already open access (wiki, youtube, etc.) could be suggested to the class. Blogs could be open to the public for a couple reasons: 1) a document [record] of my teaching and the class’s work which could provide continuity across semesters and classes; 2) students could post what they wanted the public to see; and 3) provides an opportunity to practice writing for the public sphere. Students would be able to edit their posts (e.g., Posterous) so they could remove posts later if they wanted. It would need to be a blog where multiple users would have distinct log-ons.
    b. [Q] Given your choice of LMS, … [A] (See previous response.) The primary considerations for determining how to post are the intended purpose and audience for the material.
    4. [Q] List platforms we have used … [A] We have used Google docs (sharing), ChimeIn, laptops in the classroom. Other ideas could be dropbox, blogs, class forums, Post-Its, etc. For example, students could be required to post an assignment on a class blog, and other students are required to post comments as feedback for at least 3 of their classmates, etc.

    • IleneDawn 2 November 2012 at 2:16 am #

      Great points about using blog as public record of teaching and as authentic forum for students writing within an audience/with audience/with audience in mind. Alec Couros placed his tenure file in open access space; it still loves there; and he got tenure.

  4. Katy 2 November 2012 at 7:50 am #

    Team Nice!
    1. Develop a list of 4 questions that you could use to get to know your students’ familiarity, skills, and access to technology. Example – Do you have Internet access in your home?

    Where do most often access the internet?
    a)home
    b)work
    c)school
    d)phone
    e)other

    What do you primarily do on the internet? (Do you blog, post videos, check email, browse the internet)

    Have you ever used Google+ hangouts or another face to face platform (skype, etc)?

    What is your comfort level with the following software: powerpoint, moodle, blackboard, and adobe presenter?

    2. Say your new teaching post requires use of an electronic platform to share / gather resources for students and-or foster discussion about course topics & ongoing feedback on assignments from students – a “learning management system” – in your face to face teaching. These LMS systems include Moodle, blogging platforms such as WordPress and Blogger, portals such as the one for our class, and Google suite products such as Google Drive and Google Plus.
    How would you go about picking a platform?
    We would use the platform that we are most comfortable with, but we all like moodle.

    3. What course materials will you make available to your students via completely open-access (i.e. available to the whole internet), modified open access (open to all in a specific course, to all sections of a course, to a paired course at another location), or some version of closed access (closed to all but class, closed to all but members of a class team)? What factors might influence this?
    Given your choice of LMS, what types of content will you post openly and what will be posted in a protected / course-specific way? What determines this?
    Open access: class syllabus and general class outline-who cares who sees this?
    Modified open access: discussion threads, homework/assignment postings, answers to review questions.-All students in the class (but in different sections or at different institutions should have access to this
    Closed access: feedback to teams (within the class) or team grades.- No other class members need this information except for the people it concerns.

    4. List platforms we have used to get teaching/learning feedback and comment on assignments other than by handing in a sheet of printed-paper. What can you think of/discover as additional ways for students to share writing and offer feedback – with peers as well as teachers? Example – Have the students upload assigned writings to a course drop box.
    Chime In
    Blogs
    Drop box
    google docs

    • IleneDawn 2 November 2012 at 8:45 am #

      Feedback to teams will be interesting to consider. After class 10, I’ll be posting something in blog space that follows up ideas for further discussion/ thinking sparked by all four teams. Big picture stuff, distinct in many ways from individual team feedback so far.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: