spreadable apps for engagement in digital...
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Spreadable Apps for Engagement in Digital LiteracyUC Berkeley, UC Riverside
Student engagement, sticky apps and zombiesJuliette Levy, UC Riverside
The online/hybrid classroom ecology
content delivered in lecture video
Dynamic content in lecture: Zaption
Animation of lecture - Videoscribe
real time discussion boards: Piazza
voluntary comments - open questions: Twitter
Shareable notes: Storify
electronic peer evaluation with dynamic rubrics e-portfolios
online quizzes
digital writing assignments graded with dynamic rubrics
COURSE
assignments
engagement tools & apps
There’s no one app for teaching well
Zaption: active learning in an otherwise passive process
The corollary of engagement is connection
Zombies and engagement
any UC campus
to upload assignments
17 missions - - - - last mission is the midterm exam/essay
digitalzombies.ucr.edu
Discovery and Synthesis
Jen Dizio and John Scott, UC Berkeley
Internet Memes- A Model for Engaging with Course Content?
DISCOVERY: Artifacts circulate within communities of collaboration, curation, and creation.
REMIX: “Open Texts” foster ongoing interaction and re-contextualization.
SYNTHESIS: “Generative” content demands attention to the connections across artifacts.
META-KNOWLEDGE: Focus on narrative and context prompts reflection and critical understanding.
Threads Versus Ecosystems Refuse Versus Reuse
THE SCROLL EFFECT: Vertical content organization becomes difficult to navigate. “Older Content” tends to lose value.
STATIC CONTENT: Multimedia elements and texts are not open for repurposing or recontextualizing.
VIEW AND REACT: Participation and collaboration is often limited to commenting and responding.
Key Features of CollabosphereSPATIAL,VISUAL ORGANIZATIONOF CONTENT: Thumbnails of artifacts making searching for engaging.
TAGGING AND FILTERED SEARCH: Connects content across time and students. SOURCES traces artifacts back to original use.
TIERED PRODUCTION ENVIRONMENT: Scaffolds student engagement with content while maintaining content modularity.
INVITATIONS TO COLLABORATE:Easily facilitate synchronous groupwork on Media Cards and Narratives.
Collabosphere in Context Pilot Research Studies
ED 140AC: Berkeley undergraduate education course that focuses on sociocultural conceptions of literacy and language.
MUSE & Norway: Collaboration between pre-service teachers in graduate school in Berkeley and Norway.
French Course: Berkeley undergraduate language course in French.
A MEME EMERGED!!
Future Directions: IntegrationsInstead of “pushing” students “out” of the Learning Management System, LTIs can “pull” students back “in.”
MAINTAIN COHERENT ECOSYSTEM: This not only includes course content, but also student data.
MINIMIZE AUTHENTICATIONS: Students do not need to create multiple usernames/passwords when accessing external apps, keeping student data secure.
Curiosity and Validation
Greg Niemeyer, UC Berkeley
Top 5 Principles of Engagement
1. Drama (Narrative and Ludic)2. Ownership (Material and Cultural)3. Transparency (Feedback & Metrics)4. Reputation (Personal and Collective)5. Separation (Temporal and Spatial)6. Scalability (Instance and Frequency)
Engagement and Online Learning
1. Drama: p2p feedback means outcomes are uncertain and relevant.
2. Ownership: Amplify student experiences, leverage online experience as networked mirror
3. Transparency: Validate each action4. Reputation: Share validation in leaderboard 5. Separation: Maintain course boundaries6. Scalability: Connect course to life. Un-flipping the
classroom builds context, and context builds relevance.
6. Plan
Student CommunityDataAction
Imagination
7. Application:
Engagement Index:
How does it feel?
LTI intergration
LTI Intergration
Links and ResourcesDigital Zombies: digitalzombies.ucr.eduCollabosphere (Sandbox): https://collabosphere.berkeley.edu
email: [email protected] password: 2014ClassDemo
Engagement Index: http://www.uconline.edu
Juliette Levy: [email protected] Jen Dizio: [email protected] Greg Niemeyer: [email protected] Scott: [email protected]