the benefits and challenges of being connected: living, learning, and teaching in virtual spaces
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The Benefits and Challenges of Being Connected: Living, Learning, and Teaching in Virtual Spaces
Richard Beach, University of Minnesota, rbeach@umn.edu handout on Google Docs
https://goo.gl/IfQt4x
“Internet addiction”? “relief valve” (boyd, 2015)
◦Adolescents: extensive homework, test preparation, and scheduled activities
◦“They aren’t addicted to the computer; they’re addicted to interaction, and being around their friends.”
Digital tools: Affordances
Affordances not “in” tooltool Activity
Affordances created by teachers
Activity tool
Types of tools/apps: Learning Replicant” apps
◦reify ways of learning made possible by other tools such as flash-cards or calculator
“Extender” apps ◦ “extend the learning experience in
ways not otherwise possible except through app technology ((McLain, 2014, p. 196)
Multimodality: digital images/videoPortraying problems/issues
through images and videoEvoking emotions leading to
“how-come” questions about the status-quo
Targeting groups to engage in civic engagement challenging the status-quo
ShowMe’s: dominant vs. recessive traitshttp://www.showme.com/sh/?h=RNKspgu
●Mother and father birds and baby bird
Critical Engagement: Interaction: target audiences
Out the Window Project◦Youth create videos that 7 million LA bus riders view
◦Pose questions related to civic issues within their neighborhoods
MindMeister: Concept Mapping in the Science Curriculum
1) Free-Form Tool allows for connecting ideas across complex concepts.
2) Using images and shapes provides enhanced opportunities for demonstrating knowledge to teachers and peers through multimodal production- in this case concept maps.
Assignment: Create a concept Map to compare
climate and weather
Shifts in Abby and Starfish’s Individual and Collaborative Stances
Aesthetic Summarizer
Thoughtful Gather
Purposeful Summarizer
Reflective Analyzer
Results77% of codes were
categorized “response to peer”
20% of codes were categorized
“response to text”
3% of codes were categorized
“response to side conversation”
Results: Diigo Annotations
34% questioning, 22%
integrating/connecting,
13% evaluating, 10% determining
important ideas, 9% inferring, 8% reacting to
other’s comments, 4% monitoring
Affordances: Collaboration, Visual: Student Voices
When you’re doing it on paper and pencil you’re just learning from our own thoughts, on Diigo it is more faster and better.
Easier. If it is on paper, you are not allowed to collaborate. It’s online.
You can communicate with other people Sometimes the people who you know they
don’t know the answer but if you post it online a lot of people will be online then they will probably answer for you.
Benefits: Annotations More active, critical
reading
Alternative perspectives
Alternative response practices
Connectivist theoryKnowledge resides in the networkNetworking literacies
◦Defining identities and relationships◦Using multimodal presentations◦Linking between texts◦Interacting with others
Intertextuality/recontextualizationConnectivism (Stephen Downes):Knowledge is a network phenomenon, to
“know” something is to be organized in a certain way, to exhibit patterns of connectivity. To “learn” is to acquire certain patterns. This is as true for a community as it is for an individual.
VoiceThread affordances practices
• Collaborative shared reading
• Audiences: annotations
• Mediated by focus on same image
• Learn from other’s perspectives
• Multimodal production
Dinosaur extinction: Volcanos
http://voicethread.com/share/2454743/
● http://voicethread.com/share/2454743/
Dinosaur extinction: Supernovas
http://voicethread.com/share/2544219/
● http://voicethread.com/share/2544219/
Analysis: VoiceThread Annotations
• 77%: inferencesabout causal relationships between phenomena
• 23%: description of phenomena in images
Recontextualizing (Blommaert, 2005)
❖ Decontextualizing: removed from context❖ Recontextualizing:❖ place in new context❖ Entextualizing:❖ analyze as new text
Writing letters on Google Docs
● Letters to Obama to argue for or against the Keystone Pipeline
● Students shared drafts and provided feedback using comments
● Students revised letters
● Students and teacher interviewed
M.’s drafts (from 564 to 574 to 590 to 605 words) with feedback from A.
A: talk about the goal to lower CO2 levels to 350 ppm and how this will affect that
This pipeline could also affect our goal of 350 ppm of Co2 in the atmosphere drastically! A lot of people fighting to lower Co2 would get really angry.
I feel strongly that you should not approve the construction of the Keystone XL Pipeline Project. First of all,ly, getting the oil out of the sands will produce the tar sands will produce toxic waste and that toxic waste and could destroy habitats.
A.: agreed to put in safety measures, like what?Also, TransCanada got a permit to waive away some rules and use thinner steel
While it is true TransCanada agreed to put in safety measures, such as a shutoff valve and a remote controlled pipe plus, TransCanada got a permit to use thinner pipes to save money making it more dangerous! Wwhat if one of those safety measures were to fail and there were to be a huge oil spill?
Organizing assignments with Google Classrooms
• Using Google Classroom • Using Goobric to create
online rubrics
“Instructional Chain” Mapping: contrasting concepts
Diigo: analyzing formulated arguments
VoiceThread: building arguments
using images based on carbon chains
Google Docs: drawing on all of
what they have learned
Personalizing learning• iChooseProject: Students
• Select purpose and strategies
• Select relevant appshttp://ichoosetech.weebly.com
Digital feedback tools
Stimulated recall (Abrams)• Pairs: screencasting• Math: “chalk talk”• ShowMe learning div
ision
Audio/video response Audio response to Google Docs:
Google Kaizena Video response to writing: Jing (5
minutes) Using Jing to give feedback Screencast-O-Matic (15 minutes) Explain Everything (link to Docs) Snag-It
Annotation feedback to images/video
VoiceThread: teacher/peer feedback
YouTube annotations or “Cards” (only your own videos)
VideoNot.es Google Drive app VideoAnt My VideoAnt annotations: Bench
mark students video production
iOS/Android Coaches Eye
Sports, oral presentations, drama, music performance, science experiments, etc.
Slow motion/freeze frame Student records self-
reflections iOS 50% educators
discount for 20
e-portfolios Process-based or storage e-
portfolios Product-based or showcase Use blogs, wikis, or websites
(Google Sites) iOS: Three Ring, Easy Portfolio Android: Three Ring,
Easy Portfolio
Future research??Challenge: technological
boosterism: use of tools simply to engage students.
Need more focus on how affordances foster critical inquiry even about the role of technology itself in society
Handout on Google Docs https://goo.gl/IfQt
4x
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