Developing_SP_K.Harrison_2.12.15_ICCHEr_to_share

Editor's Notes

• #5: Recent article re: Kent State Distance learners like to work independently, but need to feel like they belong and are not isolated. Need to feel engaged as a member of a community (Rovai, 2002) – Also true for on-ground
• #6: As described above, early researchers viewed social presence as a characteristic of the communication medium. Today, however, most people agree that social presence is a complex construct whose subjective qualities have more of an impact on learning than the overall learning context (Lowenthal, 2009; Tu & McIsaac, 2002; Yen & Tu, 2006). Within AOD research, social presence is examined sometimes as a social identity we project to others, and sometimes as learners’ perceptions of their fellow classmates (Gunawardena, 1995).
• #7: CMC is expressive, conveys emotions. The human element makes it stimulating and meaningful (Tu & McIssac, 2002).
• #9: Build a community of learners Able to work together as a team (less difficulty than when ignore social aspects) Correlated with higher grades Greater learning outcomes Higher levels of course satisfaction The strength of SPT is that it relates to a variety of positive outcomes. For example, increased social presence may correlate with higher grades (Swan et al., 2013). In addition, there is evidence that social presence builds cognitive presence, thus potentially leading to greater learning outcomes (Garrison, Cleveland-Innes, & Fung, 2010; Shea & Bidjerano, 2009; Wang & Chen, 2008). Additionally, students who experienced social presence in AOD found the experiences to be more meaningful and pleasant (Rourke et al., 1999) and did better on essay exams (Picciano, 2002). Learners who perceived high social presence tended to be more satisfied with their classes (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; Russo & Benson, 2005). Moreover, although also correlated with instructor presence, social presence appeared to be a more important factor in determining student satisfaction (Richardson & Swan, 2003). It is possible to have too much SP (too much social, not enough content); then it just feels like “fluff.” (Peters & Hewitt, 2010; Rourke et al., 1999)
• #16: <<To Collaborate in Real Time Students writing and sharing in real-time, able to see what the other students are doing and saying, while still working on your own part of the project or activity. To Reflect and Share Having students journal online and shared “in the cloud” offers the ability for their classmates to see what they have to say. Better Research Technology has made research simpler and more time efficient. A nice search phrase in journal databases will turn up hundreds of peer-reviewed results which can be sorted many different ways (such as by date or full-text article). Write and Re-Write Using tools such as Google Docs, the new Microsoft Word, or Draft students are able to write and edit on the fly. They can get feedback from peers and teacher and then choose whether or not to accept that feedback on their writing. Make Something (that matters) Students now have the ability to make movies, songs, pieces of art, websites, apps, games etc–with technology. However, too often we ask students to make something that does not matter. Keep a Digital Record Digital portfolios are a must because they show learning growth. The best way to show how much a student has learned is through a digital portfolio. You can look back over time and what they’ve created, written, and done in school. Mastery Assessments If you give students digital assessments you are be able to see exactly which questions they get wrong in comparison to the entire class. You can see how much time they spend on each question and if the answers they choose are way off base or close.>>
• #20: VoiceThread ($99/year) Instructor posts a picture or video online to discuss. Students respond via video, audio, or text https://www.youtube.com/watch?v=yW2nb7FO7p8 (2:20 – great overview)
• #21: Webs, mind maps, fact storage & organization, collaborative brainstorming (chat feature)
• #24: Use this for icebreakers, Also to check understanding, Just go to strawpoll.me and create a new poll
• #25: Poll Everywhere has a fee (fyi). Just go to Google Forms and create a new poll
• #33: Brandy Sparks - High school language arts <<High school language arts teacher Brandy Sparks, uses group texting with her classes to gather feedback after class discussions. Following a discussion, she sends her students a thought-provoking question. Sparks reports that the students’ responses are often of a much higher quality than the ones shared during class. She’s not sure if it is because they’ve had time to think and process or because they are getting to text it in, but she knows it works. Every student gets a chance to answer. A definite improvement over in class discussions. She also uses open chats to keep conversations going outside of class. All of the texts sent and received can be viewed from her computer by logging in on the Cel.ly site.>>
• #34: Asynchronous:<<Yes, you can have your students play by themselves:If they have their own accounts: share with each one of them the kahoot you want them to review and they can play at home either using two devices (one to launch the game and one to answer) or using the preview mode. They will find the said kahoot in their "My Kahoots" > "Shared with me" file. If they don't have Kahoot! accounts: give them the link to play your kahoot which you will find on the kahoot's profile page (under the title). They will need two devices to play in this case. Unfortunately this way you will not be able to download their results and will have to trust they give you their correct score, if you want to know how they did.Happy Kahooting!>>
• #35: We’ll use this one later! SmashFacts is another alternative. Free for educators, but one-time fee of $4.99 for students
• #39: Set up an account for each team. A little glitchy. Alternative is TikiToki, but each account can only create one timeline. There is a teacher account for $125 / year for 1 teacher & 50 student accounts, allows for group editing.
• #40: EduBlog is a great alternative. More visually appealing. $39.95 / year. WordPress is free and another alternative.
• #41: Create something useful for the public – Resources for entry-level professionals in their field, or for public when interacting with field. A social justice issue or public policy. Present both sides of an issue being debated currently. Provide facts, background, and context for an item in the news
• #42: group discussions, collaborative summary of course concepts, and collaborative writing/editing of writing assignments or projects; course glossary; peer editing <<What's the difference between Wikispaces Classroom and the Wikispaces I already use? Wikispaces Classroom builds on the editing and collaboration features of Wikispaces and adds our new social newsfeed, real-time formative assessment, a new mobile experience including an iPad app, a streamlined theme, a more education-focused feature set, and a host of other enhancements you'll love.>> Google Sites is another alternative, although I don’t find it particularly intuitive.
• #43: Have students create a short book highlighting key points, or make them use this in place of a PowerPoint (minimal text!). Write a children’s topic (KEY ONE! EXPLAIN ORIGINAL PURPOSE OF TR) or present one side of a debate. (Can download to PPT) Multiple users can use the same id at the same time I recommend not using the speech feature: mechanical and slow
• #44: Pixton I pay for. It’s $8.99 per month for up to 36 students
• #45: Free alternative to Glogster PosterMyWall is free to use, they support their site by purchases of high quality posters and downloads. Teachers can register as a teacher which gives us the ability to create classes (project code) students login as students using the class project code - they can see only posters created by that class, no public sharing. Posters can be saved as draft online and downloaded as .jpg files. There are no ads, the site owners encourage teachers to share the link to the site with parents who may wish to purchase a copy of their student's work or create their own poster. 
• #46: (Customizable size, font, icons) maps charts & graphs Venn diagrams Posters organize (linear, hierarchal, process)