developing_sp_k.harrison_2.12.15_iccher_to_share
TRANSCRIPT
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DEVELOPING SOCIAL PRESENCE IN ONLINE CLASSROOMS
KIMBERLY M. HARRISON, ABD – INSTRUCTIONAL TECHNOLOGYELMHURST COLLEGE / NORTHERN ILLINOIS UNIVERSITY
ICCHE – FEBRUARY 2015
Want an electronic copy of this presentation? http://bit.ly/1KMEFP3
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AGENDAWhat is social presence? How do we recognize it?Facilitating the development of social presence: Instructional
practicesFacilitating the development of social presence: Overview of 25
toolsPoll: Which tools would you like to know more about? (More) in-depth discussion of 3 toolsQ&A / Your tools, tips, & tricks
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WHY ARE WE TALKING ABOUT THIS?
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Independent…but not lonely
ONLINE STUDENTS
Photo from FreeDigitalPhotos.com, created by jscreationzs
Students love the flexibility, but are often surprised at the difficulty
of the class, & how much they miss interaction.
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SOCIAL PRESENCE “Degree of salience of the other person in the interaction
and the consequent salience of the interpersonal relationships” (Short et al., 1976)
“When users feel that a form, behavior, or sensory experience indicates the presence of another intelligence” (Biocca, 1997)
“Person-to-person awareness, which occurs in a mediated environment” (Tu, 2002)
“The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (Garrison, 2009)
(Gunawardena, 1995)
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SOCIAL PRESENCE THEORY
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HOWEVER…
“[T]he first priority for most students in a formal educational context is shared social identity (i.e., the purpose of the course), and not personal identity” (Garrison, Anderson, & Archer, 2010, p. 7)
Social presence develops when learners have a chance to develop a trusting environment to explore course goals together (Garrison, Anderson, & Archer, 2010)
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SPT’S BENEFITS
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TOOL #1:
ASYNCHRONOUS ONLINE DISCUSSIONS(MOST OF THIS APPLIES TO SYNCHRONOUS DISCUSSIONS, TOO)
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HOW DO WE RECOGNIZE SOCIAL PRESENCE?
Participation Greetings
Conversational toneHumor
Emoticons & metalinguistic
cues: <grin>
Inclusive pronouns (“we”)Questions / invitations to
commentSupportive remarks /
positive feedbackRequests for, or offers of,
helpLinks to personal
experiences / sharing stories
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HOW DO WE FACILITATE SOCIAL PRESENCE?
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HOW TO FACILITATE SOCIAL PRESENCE?
Participate! (Encourage, model)Greetings
Conversational toneHumor
Emoticons & metalinguistic cues
<grin>
Inclusive pronouns (“we”)Questions / invitations to
commentSupportive remarks / positive
feedbackRequests for, or offers of, help
Links to personal experiences / sharing stories
Also: Make sure students know how to use the tech tools
DIRECT INSTRUCTION & INSTRUCTOR MODELING
Teach to avoid overuse, too
(Tu, 2002)
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Reporting = summarizing X
Reacting Visceral response In student’s own voiceDescribes anything
confusing or contradictory in X
ReflectingConnecting prior
assumptions and expectations to X
Personal impact of X
HOW TO FACILITATE SOCIAL PRESENCE?ENCOURAGING REFLECTION (CHAPNICK, 2014)
Critical thinking in original posts should lead to
enhanced discussion / more social presence throughout.
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OTHER INSTRUCTIONAL TECHNOLOGY TOOLS FOR FACILITATING SOCIAL PRESENCE
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7 WAYS TEACHERS CAN USE TECHNOLOGY WITH PURPOSE INFOGRAPHIC
BY A.J. JULIANI
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USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
#1
#2#3
#4
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USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
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COLLABORATE WITH GOOGLE DOCS / SHEETS / SLIDES / DRIVE
2. This Google Sheet has hyperlinks for the tools we are going to discuss: http://bit.ly/1LQHX7a (Note: This one can only be edited by me.)
3. Here is a Google Doc that you can add to, edit, etc.: http://bit.ly/1zDo0KJ
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#4: VOICETHREAD ($99 / YEAR)
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#5: COGGLE
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COLLABORATE WITH…
6. Skype / Google+ HangoutsStudents can chat with each other using
just audio or audio / video7. Glide
Asynchronous video messaging
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USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
Shared course
identity:
Icebreakers: Yay!
Random stories in week 5: Boo!
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#8: STRAWPOLL.ME
Take the
survey! The link is in the Google Doc,
2nd page!
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#9: GOOGLE FORMS
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#10: ANIMOTO
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#11: VOKI
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#12: TWITTER
Recommendation: Make a separate account for each class
Students share online resources (web pages, videos)
Teach them about shortened URLS: bit.ly.com or tinyurl.com
Twitter widget can be added into some LMSs for students who don’t want to create a Twitter account
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WE NOW INTERRUPT THIS PRESENTATION OF INSTRUCTIONAL TOOLS….
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#13: ALTERNATIVES TO TERM PAPERS
Lawrence University (Appleton, WI) Library
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AND NOW BACK TO OUR REGULARLY SCHEDULED PRESENTATION OF
INSTRUCTIONAL TOOLS….
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#14: FACEBOOK
Some instructors become Facebook friends with students; some are very much opposed to this (pros/cons)
(Closed) Facebook groups: Effective for creating a community; separates personal from classroom
More likely to post socially here than in an ungraded discussionCan be used to share online resources or responses to an
academic activityYour college / university may have a Groups for Schools page
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#15: CEL.LY
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#16: KAHOOT!
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#17: SOCRATIVE
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DIPSTICKS: EFFICIENT WAYS TO CHECK FOR UNDERSTANDING
EDUTOPIAFINLEY, T. (2014, JULY 30)
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USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
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Reporting = summarizing X
Reacting Visceral response In student’s own voiceDescribes anything
confusing or contradictory in X
ReflectingConnecting prior
assumptions and expectations to X
Personal impact of X
HOW TO FACILITATE SOCIAL PRESENCE?ENCOURAGING REFLECTION (CHAPNICK, 2014)
Critical thinking in original posts should lead to
enhanced discussion / more social presence throughout.
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#18: DIPITY
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#19: BLOGGER
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#20: WEEBLY
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#21: WIKISPACES CLASSROOM
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#22: TARHEEL READER
Invitation code:
Literacy!
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#23: PIXTON ($8.99+/MONTH)
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#24: POSTER MY WALL
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WHICH TOOLS WOULD YOU LIKE TO LEARN MORE ABOUT?
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ICCHE2015
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HOPEFULLY YOU WILL PICK 1 OR 2 OF THESE IDEAS TO TRY OUT EITHER THIS SEMESTER OR
NEXT…
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“It is not about the technology; it’s about sharing knowledge and information, communicating
efficiently, building learning communities and creating a culture of professionalism in schools.
These are the key responsibilities of all educational leaders”. – Marion Ginapolis
http://teachbytes.com/2012/03/01/10-educational-technology-quotes/
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REFERENCES & RESOURCES
Armon, R. (2015, February 6). College students taking online courses miss professors. Akron Beacon Journal. http://www.ecampusnews.com/top-news/online-students-professors-098/
Barker, J. (2013). 40+ ways to innovate teaching using Glogster EDU. Retrieved from http://blog.edu.glogster.com/2013/05/13/40_ways_to_innovative_teaching_using_glogster_edu
Biocca, F. (1997). The cyborg’s dilemma: Progressive embodiment in virtual environments. Journal of Computer-mediated Communication, 3(2). http://dx.doi.org/10.1111/j.1083-6101.1997.tb00070.x
Brandon. (2013, April 3). Just Coggle.it! Education Technology Magazine. http://www.edutechmag.org/2013/04/03/just-coggle-it/
Buck, T.E. (2013, October 18). The awesome power of gaming in higher education. EdTech. http://www.edtechmagazine.com/higher/article/2013/10/awesome-power-gaming-higher-education
Chapnick, A. (2014, November 11). Reporting, reacting, and reflecting: Guidelines for journal writing. Faculty Focus. http://www.facultyfocus.com/articles/teaching-and-learning/reporting-reacting-reflecting-guidelines-journal-writing/
EduCause Learning Initiative. (2009). 7 things you should know about...VoiceThread. http://net.educause.edu/ir/library/pdf/eli7050.pdf
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REFERENCES & RESOURCES
Finley, T. (2014, July 30). Dipsticks: Efficient ways to check for understanding. Edutopia. http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D.R., Anderson, T. & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9. http://dx.doi.org/10.1016/j.iheduc.2009.10.003
Garrison, D.R., Cleveland-Innes, M., & Fung, T.S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1), 31-36. http://dx.doi.org/10.1016/j.iheduc.2009.10.002
Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2-3), 147-166.
Gunawardena, C.N. & Zittle, F.J. (1997) Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
Higher Ed Live. (2015). Successful student blogging in higher education. (Video: 1:04). http://www.higheredlive.com/successful-student-blogging-in-higher-education/
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REFERENCES & RESOURCES
Juliani, A.J. (2014, August 19). 7 ways teachers can use technology with purpose (infographic). http://elearninginfographics.com/7-ways-teachers-can-use-technology-purpose-infographic/
Karchmer-Klein, R. & Shinas, V. (2014). Teaching with Glogster: Using virtual posters in the classroom. http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-glogster-using-30790.html
Lepi, K. (2012, August 19). 10 fun tools to easily make your own infographics. Edudemic. http://www.edudemic.com/diy-infographics/
Mollett, A., Moran, D., & Dunleavy, P. (2011). Using Twitter in university research, teaching and impact activities: A guide for academics and researchers. LSE Public Policy Group. http://www.urosario.edu.co/CGTIC/Documentos/Twitter_Guide_Sept_2011.pdf
Muñoz, C., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16(12). doi:10.5210/fm.v16i12.3513. http://firstmonday.org/article/view/3513/3116
Nielsen, L. (2013, April 28). Cel.ly supports schools: Group texting for education. Lisa Nielsen: The Innovative Educator. http://theinnovativeeducator.blogspot.com/2013/04/celly-supports-schools-group-texting.html
Orlando, J. (2010, May 12). Using VoiceThread to build student engagment. Faculty Focus. http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/using-voicethread-to-build-student-engagement/
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REFERENCES & RESOURCES
Peters, V. L., & Hewitt, J. (2010). An investigation of student practices in asynchronous computer conferencing courses. Computers & Education, 54(4), 951-961. doi: 10.1016/j xompedu.2009.09.030
Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 20-39. Retrieved from http://jaln.sloanconsortium.org/
Richardson, J.C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. Retrieved from http://jaln.sloanconsortium.org/
Rourke, L., Anderson, T., Garrison, D.R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50−71.
Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54-62.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers & Education, 52, 543-553. http://dx.doi.org/10.1016/j.compedu.2008.10.007
Sheridan, B. (2012, November 26). Comics as scholarship. Instructional Design Team, University of Fairbanks. https://idesign.uaf.edu/comics-as-scholarship-2/
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REFERENCES & RESOURCES
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