Chadia Abras, PhD

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Creating Community Through Technology in the
Classroom

• Chadia Abras, PhD
• Phyllis Sunshine, PhD
• Goucher College

CEASOM 2007
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Outline

• Creating Community Online
• Creating Community in the Classroom
• Web 2.0
• Using the Web 2.0 Tools in the Classroom
• Tools on the Web
• WIKIs
• Weblogs
• Discussion Boards
• Image Repositories
• Video Streaming
• Reusable Learning Objects
• Semantic Searching
• Interactive Exercises
• Learning Management Systems (LMS)
• Examples of Activities for Each Tool
• Dangers in Public Tools
• Resources

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Teacher Power

• Why is it important?

CREATING COMMUNITY
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Creating Community Online

• Creates connections
• Enhances participation
• Reduces isolation
• Creates trust
• Reduces dropout rate
• Increases learning
• Gives the students support during their own
  learning

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How Do you Create Community in Face to Face
Classes?
Is it different in the distance learning
community?
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Creating Community in the Classroom

• Community in the classroom is created through
• Group activities
• Collaborative work
• Group projects
• Creates connections
• Increases learning
• Accommodates certain learning styles

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Learning Styles Visual Learners

• Visual/Verbal Prefers to read information
• PowerPoint
• written
• textbooks
• Visual/Nonverbal Uses graphics or diagrams to
  represent information
• film, video, map
• charts, tables, images

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Learning Styles Auditory Learners

• Auditory/Verbal Prefers to listen to information
• lecture
• group discussions
• listening/speaking activities
• streaming audio/computer conferencing

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Learning Styles Auditory Learners

• Tactile/Kinesthetic Prefers physical hands-on
  experiences 
• hands-on activity
• demos
• simulations with 3D graphics

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Multiple Instructional Strategies for
Collaborative Learning

• Discussions
• Self-Directed Learning
• Mentorship
• Small Group Work
• Project
• Collaborative Learning
• Case Study

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The Learner

• Traits
• Adult learner
• Self-motivated
• Self-starters
• Focused on the intended outcomes
• Group activities meaningful
• Activities lead to intended outcomes
• P12 learner
• In class sometimes not by choice
• Technologically literate
• Need to be motivated and engaged

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Collaborative Learning
Conceptual Framework
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Engaged Learning

• Interaction is central to Collaborative Learning
• Knowledge is constructed from experience
• Learning results from a personal interpretation
  of knowledge
• Learning is an active process in which meaning is
  developed on the basis of experience
• Learning is collaborative with meaning negotiated
  from multiple perspectives (Smith Ragan, 1999,
  p. 15)

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Collaborative Learning, cont.
Problem-Based Learning (PBL)

• Evolutionary step along the engaged learning
  continuum
• Learner develop intellectual curiosity,
  confidence and engagement that will lead to
  lifelong learning (Watson Groh, 2001, p. 21).
• Based on interaction and meaningful learning

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Engaged Learning Model
( Conrad Donaldson, 2004, p. 6)
CP
PBL
EL
Collaboration
Constructivist Principles Problem-Based
Learning Engaged Learning Environment
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Group Dynamics

• Group as a unit
• Leader as savior of the group
• Cooperation of the members
• Tolerance of frustration
• Rational thought
• Focus on the task at hand
• Hidden within each group is an irrational group
• Size should be limited to no more than 7
• Meet often to keep the cohesiveness

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Collaborative Work Online

• Absent in the online setting are
• Visual, auditory, and olfactory cues
• What is left
• The text
• Creates anonymity
• Need to create community
• Need to choose the members carefully
• Groups need to be smaller than F2F groups
• Participants must be comfortable with technology
• Tasks that are authentic
• Assessment that is ongoing and performance-based
• Share product with the rest of the class

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• Definition and tools

WEB 2.0
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What is Web 2.0

• Web 2.0 is an emergent phenomenon
• The term Web 2.0 coined by OReilly Media
• It refers to
• Platform for applications
• Enabler for on-line participation, collaboration,
  harnessing
• collective intelligence
• The key concepts are
• Participation and dynamic interaction

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• What are they and how to apply them?

WEB 2.0 TOOLS
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Tools

• Wikis
• Weblogs
• Document sharing
• Image repositories
• Reusable learning objects
• Ontologies
• Video streaming
• Any tool that encourages collaboration Sharing

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WIKI

• Example of how to use a wiki
• Composition builder
• Story builder
• Collaboration on a science experiment
• Any examples from the audience?

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Weblog

• Example of how to use a blog.
• Journal
• Build on a discussion
• Get to know each other
• Travel log (Internet travel)
• Any examples from the audience?

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Document Sharing

• Del.icio.us
• Bookmarking
• Tagging
• Google document share
• Sharing files while

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Image Sharing

• Flickr an example
• Create a project
• Share images
• Create an image log of travel
• Create an image log of Internet surfing

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Video Sharing

• YouTube an example
• Share videos with the class
• Create a digital story of a project
• Create a digital story of your life

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Music Streaming

• iTunes an example / iPods
• Use to share music
• Share lectures
• Create projects

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Reusable Learning Objects (RLO)

• United Streaming an example
• Interactive visual videos for learning
• Why reusable

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• Specific activity and application using the Web
  2.0 tools.

ACTIVITIES
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Activity 1

• Icebreaker One Word
• Instructions
• Think of one word that best describes you. Enter
  your word and your name in the subject line of a
  discussion board entry, then explain why you
  chose that word in the body of the posting.
  Review the entries of others and find at least
  two whose words resonate with you. Reply to their
  message and try to find at least two additional
  nouns that the two of you have in common by the
  end of the session.

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Activity 2

• Team Building Medieval Shield
• Instructions
• Find Various graphics that represent the skills
  you bring to your team. Share and discuss them
  with your team using the discussion thread
• As a team build a graphic representation of a
  medieval shield with all the symbols of expertise
  on your team. Post in the discussion and share
  with the whole class.

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Activity 3

• Games Simulations Virtual Field Trips
• Instructions
• Visit one of the online locations listed. Report
  back to the group on your experiences. Include
  the following
• What did you learn on your visit?
• Why would you recommend or not recommend the site
  to your classmates?
• What would you like to explore if you visit this
  place in person?
• After posting, read the posts of others, find a
  post referring to a place you have already
  visited and add some insights that were not
  mentioned.

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• Where to find freeware for each tool

Resources
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Resources

• MediaWiki http//en.wikipedia.org/wiki/Media_Wiki
  
• TWiki http//twiki.org
• Pbwiki http//pbwiki.com/education.wiki
• Flickr http//flickr.com
• E-blog https//www.blogger.com/start
• Del.ciuo.us http//del.icio.us/
• YouTube http//www.youtube.com/
• Google document sharing, Google Docs
  http//docs.google.com/
• Learning Objects http//object-one.blogspot.com/
  
• http//www.uel.ac.uk/sdel/e_resources/new_technolo
  gies.htm

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• What needs to be done and future directions.

CONCLUSIONS
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Danger to Children in Public Interaction

• Wikipedia
• MySpace
• FaceBook
• Public wiki
• Public Blog
• YouTube
• Flickr

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• Chadia Abras cabras_at_goucher.edu
• Phyllis Sunshine psunshin_at_goucher.edu

QUESTIONS