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Teaching Collaboratively Online through the Prism of Course Content


Teaching Collaboratively Online through the Prism of Course Content Dr. Carol Gordon & Sung Un Kim Rutgers University School of Communication & Information – PowerPoint PPT presentation

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Title: Teaching Collaboratively Online through the Prism of Course Content

Teaching Collaboratively Online through the Prism
of Course Content
  • Dr. Carol Gordon Sung Un Kim
  • Rutgers University
  • School of Communication Information
  • 9 January 2010

Workshop Objectives
  • 1) To model effective pedagogical practices
  • 2) To demonstrate specific collaborative tools

Content Course Examples Pedagogical Approaches Collaborative Tools
Theoretical Human Information Behavior Discussion Journaling/blogging Group work for paper, discussion presentation Journals Writeboard, discussion threads Wikis Zoho Dropbox, etc.
Conceptual Learning Theory, Media and Curriculum Visualization Mind mapping Elluminate Jing, etc.
Technical Information Technologies for Libraries and Information Agencies Demonstration Individual exercises Group projects for creating website Peer editing Screen capture in Camtasia Contribute, etc.
Procedural Management of School Library Programs Scenarios Evidence gathering and analysis Guest practitioners Googlewave Google docs Web conferencing Palbee voice lecture, etc.
Literary Young Adult Literature Literature Circles Podcasts Voice Thread Digital storytelling, etc.
1. Theoretical ContentHuman Information Behavior
  • Course Description
  • Behavior vis-a-vis information as it bears on
    problems in library and information services and
    forms a theoretical and professional base for
    such services. Diverse contexts of information
    behavior processes of information seeking,
    searching, using, and valuing. Assessment of
    studies of human information behavior in terms of
    relevance to library and information services.
  • Pedagogical Approaches
  • Journaling
  • Collaborative work through grouping

JournalingA record of progressA tool for
reflecting on theory
  • Journaling helps students
  • Make the reading/writing connection
  • To think-out loud by expressing thoughts in words
  • Share their thoughts with each other
  • Identify questions they may have.
  • Internalize abstract thinking
  • Express thoughts and feelings
  • Document their understandings
  • Think about thinking learn about themselves.
  • Journaling helps instructors
  • Identify zones of intervention
  • Provide support as it is needed.
  • Writing Prompts
  • To which population of information users does
    this theory best apply?
  • Choose 3 terms specific to this theory. What do
    they mean?
  • Which problems in practice does
  • the theory address?
  • Identify two studies that use this theory and
    explain how it applies to the results
  • Identify the information services this theory
  • Who are the seminal thinkers who influence this

Collaborative Work through Grouping
  • Partnerships for Peer Review of Theory Papers
    Praise, Question, Polish
  • Praise Examine your partners work
  • and note what is good, i.e., how it
  • relates to the rubric, or criteria, for
    good. Write down your comments. 
  • Questions Write down questions you have about
    your partners work. 
  • Polish Write down your suggestions for how to
    change your partners work to make it better.
  • Reviewed for
  • Reviewed by
  • Jigsaw Groups for Discussion
  • Label students A, B, C, D, for grouping by
  • Sample task Each group discusses a different
  • Switch Students form new groups, each group
    consisting of A, B, C, D,
  • New groups share what they discussed in their
    original groups.

Collaborative work though grouping
Collaborative work though grouping
  • File sharing tools (Zoho, blist, dropbox, etc.)

2. Conceptual ContentLearning Theory, Media and
the Curriculum
  • Course Description
  • This course focuses on the structure and design
    of school library programs by examining
    constructivist learning theories, research that
    that informs instruction, information literacy,
    curriculum standards, as well as current trends
    in literacy and technology, outcomes based
    education and evidence-based practice.
    Integration of inquiry learning and information
    literacy across the curriculum is emphasized.
  • Pedagogical Approaches
  • Concept Mapping
  • Graphic Organizers

Concept Maps
Graphic Organizers
Visualization Concept mapping
  • Real time interaction (Elluminate, etc.)

Visualization Concept mapping
  • Screen-capture (Camtasia, Jing, etc.)

3. Technical ContentInformation Technologies
for Libraries and Information Services
  • Course Description
  • This course introduces computing concepts and
    basic information processing/management skills
    for knowledge workers through practice. Common
    data/information processing/management
    tools/skills covered include text
    editors/wordprocessors/HTML for text and Web
    pages database management systems for factual
    data and spreadsheet software for numeric data.
    For the networked information environment, focus
    is put on the Web technology how the Internet
    works, client/server architecture for various
    Internet services, and practical skills on
    construction of Websites to organize information
    resources. Other issues related to information
    technology, such as data and system security,
    etc., are also discussed.
  • Pedagogical Approaches
  • Demonstration

Demonstration for Technical Content
Screen capture video demonstration or Snap-shot
(Camtasia, Jing, Youtube, etc.)
4. Procedural ContentManagement of School
Library Programs
  • Course Descriotion
  • This course examines the management of school
    library programs, including instruction, collectio
    n development and access, staffing, facilities,
    and budgeting and advocacy, using a case study
    approach to strategic planning and needs
    assessment. The theoretical strand provides
    background in management theory as it relates to
    school libraries.
  • Pedagogical Approaches
  • Guest practitioners
  • Case Study

Bringing the real world to the classroomGuest
Speakers Case Studies
  • Your friend, Mr. Dewey, has asked for your advice
    about the changes in his school. He is a media
    specialist in a suburban high school of 1500
    students. Mr. Y, the principal, is a former
    executive from Apple Computers who understands
    the benefits in productivity and morale when a
    behavioral management approach is taken. Teachers
    no longer punch a time clock. The district has
    just moved from a central office-controlled
    management model to site-based management and Mr.
    Y is ecstatic. He believes strongly in
    participatory management and is changing the
    management structure of the school to create a
    narrow span of control and to break down the
    vertical hierarchy of administration.

Susan D. Ballard, Director Library Media and
Technology Londonderry NH School District

Guest lecturer
  • Video conferencing tool (Palbee, etc.)

Guest lecturer
  • Voice-embedded lecture (PowerPoint, iSpring,
    Camtasia, etc.)

Case Study The Progressive Principal
  • He knows from his experience at Apple that his
    workers can be more creative in this kind of work
    environment. There are now three "houses" with
    500 students in each house. Headmasters have been
    chosen from the faculty to run each house. The
    houses are self-sufficient, with teachers serving
    as department heads for Science, Math, Social
    Studies and English in each house. There is a
    guidance office in each House. The Housemasters
    run monthly meetings with their staffs in
    addition to Mr. Y's whole school faculty meeting.
    The Headmasters meet every week and discuss
    changes that teachers are supporting, such as
    increasing time on task for students by
    lengthening class sessions from 40 to 60 minutes.
    Teachers feel empowered and self-actualized in
    this work environment.
  • Mr. Y visited Northumbria University in England
    recently where he toured the flexible learning
    spaces that have been built there. They occupy
    the space of two classrooms but house just one
    class. There is a one room that is the size of
    the average classroom and three areas that are
    connected to it. This arrangements allows
    students to meet as a class, or in small groups
    as they work on projects. The flexible learning
    spaces have computers and books that relate to
    the curriculum studied by the class. This growing
    trend is England and Australia is filtering down
    to K-12 schools. Mr. Y has shared this innovation
    with his faculty and there is a growing consensus
    among them in favor of the idea. They already
    enjoy well-resourced classrooms that house
    computers and books for ready reference and use.
    Under the new plan to convert classrooms to
    flexible learning spaces two or three classrooms
    in each house would be grouped for use by a
    single class to accommodate various teaching
    methods and group sizes. With declining
    enrollments this is feasible. These learning
    spaces would be equipped with networked computers
    and resources. The school is going wireless and
    there is talk that computer labs will also be
    converted to flexible learning centers. In
    addition, a science teacher has partnered with
    the Technology Director to start a virtual high
    school to serve at-risk students who have poor
    attendance and could learn in a digital
    environment. They are looking at 2.0 web tools to
    motivate students through highly interactive
    learning experiences. The trend in the thinking
    in Mr. Dewey's school seem to be
    favoring decentralization and the personalization
    of services to students.

Mr. Dewey has worked hard to meet the
standards for a good LMC. His budget is adequate
and his collection supports the diverse curricula
in the school.  In fact, his media center won the
School Library Media Program of the Year (SLYMPY)
given by the American Association of School
Libraries (AASL). He has an active instructional
program and two aides to help him. The library
web site is well-used and contains many support
materials for inquiry and research. How would
you advise your friend to manage the changes that
Mr Y is planning for the school? Thinking
PointsHow can Mr. Dewey manage change using
Behavioral Management principles and theory?
 Please refer to the lecture and use the theory
discussed in the lecture to craft strategies for
Mr. Dewey.Mr. Y seems to subscribe to the
Behavioral Management school of thought. How do
you think he will plan and implement this
innovation of flexible learning centers in his
5. Literary ContentMaterials for Young Adults
  • Course Description
  • Evaluation and selection of materials based on
    literary criteria and the biological,
    sociocultural, psychological, and developmental
    characteristics of young adults guidance in
    their use. Emphasis on gender-fair and
    multicultural materials and the attitudes,
    interests, problems, and opportunities of young
    adults in contemporary society.
  • Pedagogical Approaches
  • Childrens Books International Childrens
    Digital Library
  • Literature Circles

Discussing Childrens BooksInternational
Childrens Digital Library
  • Discussion on Multiculturalism
  • Look at the two illustration pages in the
    following slides, examining the illustration
    pages only. Think about the following questions
  • What does this book illustration communicate to
  • How is it communicated?
  • What has the illustrator done to attract your
  • Compare the cover of The Tequila Worm with
    Chato's Kitchen. What words would you use to
    describe the book covers and illustrations? How
    do these illustrations affect your understanding
    of these stories?

Literature Circles Online
  • Students choose their own reading
  • Groups based on book choice
  • Different groups read different books
  • Groups meet on a regularly to discuss
  • Students write or draw to guide discussion
  • Discussion topics come from the students
  • Group meetings open, natural conversation
  • Students assigned roles roles are rotated
  • Spirit of fun, playfulness
  • Readers share results of discussions with
  • Teacher is facilitator, evaluator

Roles Word hunter (finds key words and
definitions) evaluator (evaluates the source)
messenger (summarizes big ideas and main points)
quiz kid (raises questions) connector (makes
connections between self, texts and the world
note taker (takes specific notes on content)
image maker (creates visual scheme of ideas)
interpreter (asks, What does it mean? and Why
is it important?).
Advising tools
  • Skype for one-to-one advisement
  • Rutgers advising wiki
  • Easy updates
  • Less questions by emails calls
  • Make students relieved with full access to
    recent information
  • Multimedia
  • More friendly and informal atmosphere than
    school home pages

Rutgers advising wiki
Current Student Resources  Peer Mentors Setting
up Your Rutgers Accounts (new students) eCollege
Login Instructions Net ID Web Registration Payment
Transcript and Verification Update Your E-mail
Address Parking On Campus 2008-2010
Catalog   Information for Alumni Connect with
Fellow Alumni Connect with Students Connect with
Administration Update Your Information   Online
Learning What is online learning Your online
tools Keys to success in online
communication Online discussions and assessment
  • New Student Section 
  • FAQs
  • Spring 2010 Welcome Packet
  • Setting up Your Rutgers Accounts
  • eCollege Login Instructions
  • Peer Mentors
  • Academic Advising 
  • Follow Me on Twitter
  • Spring 2010 Online MLIS Courses
  • Fall 2009 Online MLIS Courses
  • Summer 2009 Online MLIS Courses
  • Plan of Study - General MLIS
  • Plan of Study - Digital Libraries
  • Plan of Study - School Library
  • 501 Description
  • 502 Description
  • WISE Courses
  • WISE Students at Rutgers
  • Registration Instructions
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