Tag: 1-1-1

Dr Margaret Hagood
Assessment, Faculty Technology Institute, Innovative Instruction, TLT

Guest Post: Scaffolding through screen casting and flipped classrooms for digital natives

Mendi Benigni

Margaret Hagood, Associate Professor in Teacher Education, writes about how she altered an existing assignment to scaffold learning.

I teach literacy education courses to students in the department of Teacher Education. The field of literacy has changed considerably over the past 10 years, now encompassing the ability to read and write words in traditional printed material alongside the literacies required of digital, visual, technological, and pop culture texts. Not only are students expected to consume these texts, they must also be able to produce them.

Part of my work in literacy methods courses is to expose undergraduate and graduate students to the variety of texts they will be expected to use in their own teaching with elementary and middle grade students. That means traditional classic texts, but it also means contemporary texts such as youtube videos, apps, movies, graphic novels, websites, etc.

Thinking about these areas necessary for literacy teacher preparation, I decided to use my learning from the Faculty Technology Institute to revamp and rejuvenate a course project for EDEE 377: Teaching Literacies (Grades 5-8) that would both expose my students to reading widely in order to learn about young peoples’ literacies and get them using digital literacies and technological texts to produce a project that could use in their classroom instruction. This project is called the Multimedia Text Set (MMTS).  I have taught several different iterations of this project. Although I’ve liked the project overall, I feel that student outcomes are often compromised. Sometimes students’ final projects lack depth of content knowledge to demonstrate wide reading. Other times their published work lacks overall organization and clarity because they didn’t understand how to use the technology to meet their production needs.

Participation in this year’s FTI gave me time to reflect upon the import of using technology pedagogically for scaffolded learning in order to improve student outcomes. Rather than assume the digital native identity (Prensky 2005/2006) given to students by virtue of their age and exposure to technology, I decided to assume that they didn’t know much about the technologies I wanted them to use to create the MMTS project, and decided I’d use technologies and a flipped classroom model to break the project down for them. With this idea in mind, I broke up the project into several components, and used a variety of technologies to illustrate for students how to move from one step to the next. Before I explain how I went about this flipped idea, let me explain the overall project.

Here’s the project description students see on my course Google Site:

What are Multimedia Text Sets (MMTS)? 

MMTS incorporate a grouping of texts from many different genres and forms around a common question, topic, or theme. Texts in the set may include print, video, music, Internet, photographs, cartoons, and so on. In essence, a MMTS reflect the texts used by children and adolescents in today’s increasingly connected world.

Many teachers use different genres and forms of text to support the teaching and learning of content. However, teachers, don’t necessarily teach students how to read different text forms. Nor do they explicitly address how multimedia texts as a whole interconnect and serve to include multiple perspectives and deeper understanding of the content and essential concepts. Furthermore, nonprint media rarely are given the same importance and significance as print texts. This lack of attention to other forms of texts ignores the fact that all “texts”—books, ads, film, TV, magazines, music, for example, are constructed messages. In today’s world, an increasingly important aspect of literacy is the understanding that all texts present deliberate, careful constructions. All texts do no just reflect reality but result from the authors’ and/or producers’ attitudes, perspectives, interpretations, cultures, points of view, and purposes.

The range of texts in a MMTS allows teachers and students to explore different forms and genres of texts and incorporate the following instructional foci:

Writing practices  —  Vocabulary  —  Visual literacies  —  Discussion across texts  —  Intertextual connections   —  Digital literacies  —  Engagement  —  Reading practices  —  Multimedia production  —  Multiple perspectives  —  Critical thinkingText complexity

Reading across texts provides more opportunities to use language to practice literacy skills and strategies to learn content. High levels of comprehension are supported as students read critically across multiple texts and text forms. Reading across text forms provides engaging opportunities for critical dialogue and advanced comprehension. Thus, collaborative instructional planning that combines text sets and language tools weaves a strong, connective path that supports students’ use of strategies and content. It also contributes to a rich context for critical dialogue and advanced comprehension.

What is the MMTS project for this class? 

This project may be completed individually or with a partner.

It includes the following:

    1. Analysis of Wonderopolis.org website for a variety of components.
    • Go to www.wonderopolis.org. Peruse the website. Examine three wonderings on the site and analyze them with the following criteria. Print your answers and bring to class for small and large group discussion.
      • What is the point of the website?
      • Name and describe the various components of the website:
      • What literacies are promoted/used in the various components of the website?
      • What literacies are omitted from the various components of the website?
      • Who is the target audience(s) for this website? Why? (Give examples and reasons)
      • Anything unique about this site?
    • After completing the review, please view the Wonderopolis screencast annotated video to consider further relations between the website and literacy development.
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2. Creation of your own wondering overarching question and 1-2 subquestions that would be of interest to an age group of students you’d like to teach.

3. Research using a variety of multimedia sources to answer the question. (You must use Springpad.com to show this work of at least 20 texts-both print and nonprint). See 7 minute screencast where I overview the app for this project.

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4. Creation of your own Wonderopolis wondering using an approved website creator (such as www.weebly.com, www.webs.com, or www.yola.com).

5. Completion of annotated bibliography of your text set (see template below).

Submit the following documents:

1.  Link to your completed wondering within the chart to the course gsite.

Go to https://sites.google.com/site/edee377/assignments/child-study-pc-project to enter this information in the final column of the chart. 

2. Upload completed Multimedia Text Set Annotated Bibliography chart

 (see attachment at  https://sites.google.com/site/edee377/assignments/child-study-pc-project). Name it last name-wondering. For example: Hagood-Friendship.

Throughout the semester, we broke the project down into several steps, often viewing videos and websites in a flipped classroom model so that classtime was reserved for analyses of text sets and applications. We studied overall text sets, examining the strengths and weaknesses of them in meeting the teaching and learning needs of students and teachers in diverse 21st century classrooms. We analyzed the applications that students were going to use (Springpad, Wonderopolis, and the web creation apps), discussing the affordances and challenges of each in relation to both the assignment at hand and to uses in middle school classrooms. And we broke the project into parts, moving from whole-to part- to whole, so that students could learn both the import of MMTS and the tools by which to create their own. Students shared their work at various stages over the semester during “10 minute shares” during class, whereby they signed up to discuss components of their projects that were going well or that were confusing them. They also had three opportunities during the semester to bring their work to class for a digital writing workshop, providing them time to examine their work in relation to their peers, to get oral feedback from the professor in relation to the scoring rubric (see Table 1), and to confer with partners about next steps.

 

Outcomes of Fall and Spring iterations from different sections yielded much stronger outcomes. Students completed projects were immensely better, in form, content, organization, clarity, and applicability. On both fall and spring course evaluations, students noted consistently that although the project was time consuming, they saw it as worthwhile as they became more well read in areas important to elementary and middle grade students and that they appreciated learning the technologies as they were expected to use them.

Here are links to three exemplar projects:

Using screencasting to describe features of apps to be used in specific ways for the MMTS, flipping the classroom by using videos and website analyses, scaffolding the learning of digital technologies, and providing time for classroom discussion (in small and whole groups) gave new life to the MMTS project, better meeting the pedagogical needs of the so called digital natives I taught.

References

Prensky, M. (2005/2006). Listen to the natives. Educational Leadership, 63(4), 8-13.

Flipping
1-1-1, Collaboration, Faculty Technology Institute

Guest Post: Flipping for Human Sexuality

Mendi Benigni

Our guest blogger is Professor Kym Long-Wallace from Health and Human Performance.

Exactly how boring can human sexuality be?  Most students are enthusiastic for their new classes, especially at the beginning of the semester, and particularly for the topic of human sexuality. When my classes reach maximum capacity, I receive numerous requests from students “dying” to get into the class and begging for overrides.  Therefore, one would expect that these students would come in ready to engage in riveting discussions from day one.

Unfortunately, due to the sad state of sexuality education in grades K-12, students instead come into a college human sexuality class with very little basic knowledge of reproductive anatomy and the endocrine system. Concepts such as the developments of gender identity and sexual orientation are even more of a mystery.  In the past, my approach has been to spend most of the first few weeks lecturing from Powerpoints so that students would progress to the minimum level needed to participate in meaningful and thought-provoking discussions. Imagine my surprise when I see some students trying to hide the fact that they are using their phones underneath their desks and others fighting back sleep. Sure, the first few seconds of looking at genitals on the Powerpoint slide is attention-catching, but even that grows boring for some.

Since attending the FTT session in May of 2013 I have toyed with the idea of practicing a flipped classroom, where students are expected to educate themselves about the topic before class and come in prepared to engage in discussion and activities. My biggest apprehension was that students would not do the reading before coming to class and, therefore, not gain the knowledge I was trying to impart, causing them to fall behind and do poorly on tests. To some extent, this has proved to be an accurate concern.  I know that many are not doing the prep work.  The class averages on tests, in spite of this, have remained steady from previous semesters.

One thing I did not do is announce to my students that we were going to practice flipping the classroom.  I have always urged my students to read assigned materials and watch assigned video clips before coming to class.  In my experience, those who do so score higher on tests no matter the type of classroom. All my Powerpoint presentations are loaded onto OAKS from the outset and assigned readings are listed in the syllabus. I still use the Powerpoints in class but am now using them mostly for the purpose of stirring conversation. My purpose in not making a big deal of the flipped classroom is that I did not want students to think of this as a “new thing” on which they were going to be tested or judged.  I gradually began to ask more questions, and though sometimes the silence was awkward, I waited for someone to start the conversation.  After rephrasing the question, if no one answered (this was rare but did happen occasionally), I proceeded to either lecture for a few minutes, ask a “show of hands” question, or show a video clip to get the students thinking.

I feel that one of the skills needed to successfully flip the classroom is to be able to think on one’s feet.  It actually takes more awareness and concentration to lead, guide and direct classroom discussions than to stand and teach for an hour. At the end of a class I am more exhausted than if I had lectured the entire time, but the rewards are worth the work.  This semester I have had several students email links to sites they found while further exploring the topics we had discussed that day in class and have even had a couple of students suggest interesting books they read because those books were pertinent to our discussions.  Of course, being a scientist, I know that these are just anecdotal accounts.  It could be that I had an extraordinary group of students this semester who were more prepared for a flipped classroom.  Next semester might be different. Time will tell.

1-1-1, Faculty Showcase, Faculty Technology Institute, Innovative Instruction, Pedagogy

Tackling challenging concepts with problem-based learning in the classroom

Kaitlin

Our guest blogger is Elizabeth Burton, an adjunct professor in the Department of Biology. Elizabeth was a participant in the 2013 Summer FTI.  This post is a report on her experience using problem-based learning in her courses.

In the classroom, many students have trouble translating the facts into action.  This is particularly true in the non-majors introductory biology classes that I teach.  Many of these students enter into the classroom with little knowledge or understanding of biology, with many having no interest at all in the subject.  Most only take this class as a general education requirement.  I have chosen to incorporate problem-based learning into the classroom to provide students with a way to translate abstract ideas into functional scenarios.  This is of particular importance in biology because many of these biological concepts translate into proper functioning of the human body.  From my experience, both personally and as an instructor, I have found that it is easier to understand a tough concept when you are “forced” to work through it.  Students are more interested in the topic when you relate it to something familiar to them or something that is more interesting than a cell, such as a disease.

One example of problem-based learning from my classroom is based around the concept of mitochondrial functioning in cellular respiration.  This concept is probably one of the most difficult for students to understand because everything is explained at a minute level.  In this section, I give a lecture on the basics of the electron transport chain in the mitochondria in one class period.  During the next class period, I reinforce this material through the use of a case study.  The one that I use is from the National Center for Case Study Teaching in Science (http://sciencecases.lib.buffalo.edu/cs/), which is a great resource for case studies in all sciences, not just biology.  In this case study we follow the story of Connor, who is a wrestler hoping to lose weight and get down to a lower weight class for competition.  His friend suggests taking a weight loss drug that is available from foreign internet pharmacies but is banned in the United States.  Through this case study, the students dissect the mechanism behind how this weight loss drug works, looking specifically at mitochondrial functioning and why this drug is banned in the US.  Once the students figure out the mechanism by analyzing actual scientific data, I then show them additional substances that have a negative impact on mitochondrial functioning such as cyanide.

From my experience, more students understand the basic concepts after working through a case study problem.  In the classroom, I usually use one case study per unit to reinforce the material from lecture and multiple questions during the lecture.  I have had positive feedback from students on the use of problem-based learning in helping them understand the material.  The in-lecture questions also allow the students to think about the material that we have not yet covered to see if they can find the answers.  Sometimes I ask the question after covering a topic to reinforce understanding.  Frequently, students retain lecture material if they were “forced” to think about it during class instead of frantically writing notes.  While this does take away from the amount of material that I am able to cover, the material that we are able to cover during the semester is understood and retained better by most students.  Overall, I have found problem-based learning to be a welcome addition to the classroom that has facilitated a greater understanding of complex biological ideas.

three people talking about iPads and Airsketch
1-1-1, Collaboration, Faculty Technology Institute, iPad, Mobile, Presentation, TLT

Guest Post: Using the iPad and AirSketch for In-class Activities and to Facilitate Discussions

Mendi Benigni

Our guest blogger is Faye Hicks-Townes, a faculty member in Teacher Education.

I was a participant in the Summer 2013 Summer FIT.  Initially I was overwhelmed with the sheer number of available apps. Although I must admit I was impressed with AirSketch when I first saw it.  I wasn’t certain how I would use it in class, but I was attracted to the freedom it provided.  I could present, discuss, and highlight material without being tethered to the computer. I have used AirSketch in two types of assignments, a primary source analysis paper and in-class assignments requiring visual representations.

I am teaching a class that requires the use of primary documents for a writing assignment. Students are required to read and interpret primary source materials to respond to questions on the history of education in Charleston and the Lowcountry.  To help introduce my students to this type of material and I wanted to work with them as a group to facilitate discussion.  AirSketch fit this role perfectly.  The primary documents the students are using are located at the Avery Center and available on line in digital format.  I was able to download some of the material to use in class.  The material includes diaries, interviews, and minutes.  Many are handwritten. After downloaded examples, I was able to take pictures of the documents to share with students by using AirSketch.  To use AirSketch, I just had to open the app and type in the displayed URL into the computer in the classroom.  It was very easy and quick.  I then chose the document that I wanted to use.  Once I had the document up on the screen, I could walk through it with my students.  It was also easy to select a writing tool to highlight or circle specific information for discussion.  As the students asked questions or responded, I was able to give them my tablet so that they could also highlight or circle information.  The students did not have to get up from their seats and go to the front of the class.  They could respond, ask questions, or discuss while highlighting or even writing on the material on the screen.  I liked being able to focus on sections of documents by highlighting and circling.  The students and I had clarity throughout the discussion and were able to easily address areas of concern.

Using the iPad’s camera and mini scan was easier than making copies for students and it was very useful in facilitating discussion.  The students were more involved and I found it easier to interact with them.

I plan to continue to use the app for classroom presentations.  It is very easy to use and that’s definitely a plus for me.

This spring I have also begun to use AirSketch for classroom activities.  When we discuss philosophies, theories, and perspectives, I often ask students to create a visual representation of their views or their interpretation of others’ views.  For instance, I may ask them to create a visual of behaviorism or progressivism. In the past I have used ELMO to display these visuals.  It was a hit or miss.  Sometimes it worked well, other times, not so well. Now I have begun to use AirSketch.  I can take a picture of the student’s visual and display it.  The student can, from his/her seat, discuss the visual, and even make changes as the discussion continues.  The students do not have to present from a finished product.  They can create as they explain their thoughts.  I have found that some students are more comfortable sharing when they do not have to stand before the class.

I am pleased with AirSketch because it is easy to use and an effective tool for discussion and presentation.  I’m certain I will continue to find uses for it in my classes.  The only drawbacks I have experienced now are not being able to zoom in on sections of the pictures.  At least I haven’t found out how to.  I would also like to be able to use the keyboard instead of the pen.  Overall, AirSketch has been a useful addition to my class.

1-1-1, Collaboration, Faculty Technology Institute, Google, Google Apps, TLT

Faculty Guest Post: Using Google Apps for Collaboration

Chris Meshanko

Our guest blogger is Jessica Smith, Visiting Assistant Professor in the Department of Communication.  Jessica attended the Summer 2013 FTI.

Think of any movie that features scenes of the college classroom.  Hollywood portrayals typically include the archetypal professor, wearing glasses and chalk on the sleeve, standing before a theatre-style hall, lecturing from a podium.  When I first began teaching, I had visions of Robin Williams, in Dead Poets Society, serenading his students with lessons about love and life.

These Hollywood fantasies were quickly crushed my first semester teaching.  Students slept, read newspapers, worked on homework, and gazed out the window.  Now, they text their friends and surf the Web on their laptops.  Despite my frustration over their lack of engagement, I was determined to craft lectures that would rouse my students to declare “Captain, my captain” while standing on their desks.

I didn’t realize until after that first semester that my steadfast commitment to becoming a “sage on the stage” was actually preventing me from inspiring and motivating my students.  I have since dedicated myself to learning about innovative methods for engaging students, including the latest education technology tools.  One such tool is Google Apps for Education, a suite of web-based applications.

Since the College has a site license, many students and faculty use this free resource for individual academic pursuits.  But I believe Google Apps was especially designed for use in the classroom, allowing students and faculty to collaborate on projects, activities, and assignments.  This semester, I have made a concerted effort to use Google Apps more frequently and creatively in my classes.

In this post, I’ll address how I use Google Apps for various forms of collaboration, including:

  1. Workshopping and peer editing
  2. Collaborative writing and peer instruction
  3. Brainstorming and crowdsourcing

I teach in the Communication Department, so my students complete numerous writing assignments throughout the semester.  One of the most important phases in the writing process is revising and Google Docs is ideal for workshopping and peer editing.  Students compose their writing assignments in Google Docs (or upload their document to their Drive) and share it with their classmates and me.  I ask students to focus on two or three specific tasks (such as reviewing APA format or critiquing thesis statements).  To teach students how to effectively edit, hold them accountable, and assign participation points, I track my students’ comments on their classmates’ documents.  Kaitlin Woodlief, one of our TLT gurus, taught me how to comment in Google Docs: Students select the text they’d like to comment on then go to Insert > Comment > type their feedback.  The comment will be saved with the student’s name and date/time.  This allows me to keep track of students’ comments so I can ensure they are truly doing their best to help each other improve their writing. 

After workshopping with their classmates, I then have students edit and revise their papers independently.  I have them follow the same commenting procedure and ask them to make notes about their revisions (e.g., explaining why they did or did not accept a classmates’ suggestion).  This not only helps students think more critically about the evolution of their writing, but also helps me evaluate their revision skills.

Google Docs is also fantastic for collaborating during class on low-stakes writing assignments, which prepare them for their larger papers.  For example, I have pairs of students compose “summarize and respond” paragraphs together.  I ask them to bring laptops or tablets to class so they can work simultaneously on the same document (TLT Tutorial: http://youtu.be/xLN7hTlzrtc).  For students who don’t have access to a laptop or forget theirs, I bring my own devices for them to use.  This type of collaboration presents students with a useful challenge—learning to write together.  I’ve also witnessed many instances of “peer instruction” as one student teaches another about a concept or technique.   To read more about collaborative writing, visit: http://wac.colostate.edu/intro/pop2l.cfm.

Finally, Google Moderator provides yet another opportunity for collaborating (TLT Tutorial: https://blogs.charleston.edu/tlttutorials/2013/04/24/google-moderator). This is a crowdsourcing app that allows users to submit questions or ideas, vote on those submissions, and rank them by order of popularity.  When I teach argumentation, students submit resolutions they would like to debate, vote on their favorites, and watch the most popular resolutions rise to the top.  We then choose the resolution that received the most votes as the one we debate in class.  This allows students to brainstorm topics then pick the ones they actually are interested in researching and debating.

Since quashing my delusions of grandeur during my first semester teaching, I realized professors are no longer the center of the higher education universe.  Google allows students to fact-check lectures with just a few keystrokes.  They can crowdsource notes and help each other with projects using social media.  Massive open online courses like Kahn Academy and Coursera allow students to learn from some of the brightest minds in the world.  Therefore, professors must adapt their teaching styles from “sage on the stage” to “guide on the side.”  One way to accomplish this is to incorporate more collaboration into the classroom and Google Apps provide tools that make it simple and meaningful.

Dr. Bill Barfield
1-1-1, Faculty Technology Institute

Guest Post: Dr. Bill Barfield

Mendi Benigni

Dr. Barfield is a professor in Health & Human Performance.  As a result of the 2013 Faculty Technology Institute he implemented AirSketch in his classes.

I use Air Sketch in kinesiology and personal and community health (summers) and plan to begin using in biomechanics class.  The Air Sketch (app) allows me to make notes on PowerPoint slides in real time and can even have the students participate (by having them write on the slides). It is especially helpful when I walk around the room and can make points from anywhere (without being tethered to the teacher station by a cable).  I think the students think it is cool too the I can actually use technology, simple as it may be.

Dr. Reid Adams
1-1-1, Faculty Showcase, Faculty Technology Institute, instructional technology, iPad, TLT

Guest Post: Evernote and Remind101 for Teaching and Scholarship

Mendi Benigni

Our guest blogger is Reid Adams, an Assistant Professor in the Teacher Education Department.

During the 2013 FTI, we were introduced to a number of iPad applications and given tutorials on how they might be implemented into our courses and in a few case, our research. The applications all seemed interesting, convenient, and relatively easy to use. Some of the apps were specific to video editing (Splice, ScreenChomp), some to document editing (GoogleDrive,  and others to aid in the delivery of lessons (AirSketch, SyncPad) and apps used for organization and communicating with students (Remind101, EverNote, Dropbox). The next step was deciding which ones made the most sense to incorporate into existing courses I taught or current research projects.

I chose two apps to use based on a couple of existing needs. First, I was looking for a better way to organize the work I was doing on a couple of manuscripts being developed and an ongoing research project. Evernote seemed the obvious choice and I began using it as soon as the FTI ended. It allowed me merge a number of existing digital texts (notes from other iPad apps, articles for lit reviews, links to articles online, videos) into one central location. Better yet, I could take this collection anywhere with the iPad and also run the same application on my home and office computer while keeping all three synced. So far, this app (Evernote) has allowed me to streamline how I work on manuscripts and also allowed me a new tool to help keep texts organized for courses I teach. In short, the app allows for easy organizing.

The second app I chose was based on my effort to communicate more efficiently with my students and provide another level of access to them. I often teach field-based courses that don’t allow as much face time with students that one gets in traditional courses so I am always looking for new ways to interact with them. I decided to try Remind101. The app is fairly straight forward.  It allows you to send text messages to students. Most of us are aware that students spend a good bit of time texting and that many of them find texting more efficient than emailing. I used Remind101, along with email, to send students reminders about assignments in all courses but the app was really helpful in getting “last minute” messages to students when scheduling was disrupted or changed in field- based courses. These were instances when they may have not had access to email or they weren’t checking email regularly. With Remind101, they would receive a text (IM) from me and be alerted to it on their phones immediately. Students do have to register for the app to work but it is free and fairly easy to initialize. I informally surveyed all three courses and most students agreed that getting texts from me was much easier than having to check emails. I saw a slight bump in student evaluations regarding access and I feel like this additional tool probably helped.

Overall, the apps discussed in this post were very helpful. It was nice to find ones that applied to teaching as well as scholarship and I plan to continue using both. Since both apps are straightforward in their use and setup, I would encourage other faculty to give them a try.