Implementing Web 2.0 Tools to Achieve Student Learning Outcomes

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Implementing Web 2.0 Tools to Achieve Student
Learning Outcomes

• Char Perlas
• Counseling Faculty
• Mission College

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Speaker Char Perlas PhD, MPA, MS

• Mission College Faculty
• Division Chair, Student Services
• Department Chair, Counseling
• Director, MESA

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Learning Objectives

• By the end of this Webinar, participants will be
  able to
• Articulate the need for hybrid format
  implementation
• Develop and/or revise a course into a hybrid
  format which achieves specific course student
  learning outcomes
• Create hybrid course activities with the
  utilization of free Web 2.0 tools

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Main Webinar Themes

• Hybrid Learning
• Student Learning Outcomes

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What is Hybrid Learning?

1. 50 face to face and 50 online
2. 75 face to face and 25 online
3. 90 face to face and 10 online

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Answer

• YOU ARE ALL CORRECT!

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Defining SLOs

• What do students need to be able to do OUT THERE
  that were responsible for IN HERE?
• -Ruth Stiehl, The Outcomes Primer

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The Need for Hybrid Format Implementation

• Preparing students for the future needs of the
  workforce
• Addressing Accreditation requirements and
  Statewide Assessment Initiative
• Meeting the needs of the Millennial Student

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The Millennial Students Who are they?
Among other things they are a generation who has
and is growing up with technology, specifically
the Internet
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Millennial Students- What are they saying about
education?
To learn more about our Millennial Students, view
this video on YouTube http//www.youtube.com/watc
h?vdGCJ46vyR9o
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The Millennials

• The first generation to grow up surrounded by
  digital media
• This is the generation growing up with cell
  phones, Internet, automatic teller machines,
  laser surgery, iPods, e-mail and text messaging
• They are the entire K-12 and the traditional aged
  students making up the college and university
  populations

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Current Trends Affecting the Millennial
Generation

• Focus on children and family
• Busiest children of any generation
• Multiculturalism is a way of life
• Terrorism
• Most protected generation in history

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Teaching the Millennial studentHow do they
learn?

• Teaching the Millennial student requires
  effective strategies for teaching and learning
  that involve the learner in the development of
  these strategies
• Prefers to learn in a collaborative environment
• Involved in structured activities
• Learning activities need to be fun, flexible, and
  interesting
• Learning sessions that involve some sort of
  technology are preferred for these learners

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What can we provide for them?

• Message boards, chat rooms, and e-mail
• Wiki Web sites
• Course notes and web links posted for students
• Direction to various internet accessible
  databases
• Lectures and presentations via pod-cast
• Courses should involve multimedia components
• Engage the students in the development of course
  learning objectives

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• How does one go about implementing these
  technological strategies into curriculum in a way
  that addresses Student Learning Outcomes?

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Curriculum Revision Technique

• Wiggins and McTighes (2006) Backward Model
• Stage 1 Identify Desired Results (SLOs)
• Stage 2 Determine Acceptable Evidence
  (Assessment)
• Stage 3 Plan Learning Experiences (Web 2.0
  activities)

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Reflect on a Current Course

• What are your course
• SLOs?
• Technique on measuring SLOs?
• Activities in achieving SLOs?

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Using Web 2.0 Tools to Improve Learning Outcomes
Web 2.0 Video
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Using Web 2.0 Tools

• Utilization of different modes of instruction
  helps students process the information and better
  comprehend the content
• (Debevec, Shih Kashyap, 2006, p. 294).

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Course Management vs. Web 2.0

• Course Management
• Used in basic ways
• Built around credit-based course
• Web 2.0
• Numerous innovative possibilities for enhancing
  student learning
• Students create and contribute to their learning
  environment

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How to implement Web 2.0 tools into your
course/program

• Blogging
• Wikis
• ePortfolios

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Whats a Blog?

• According to Blogger.com, a blog is a web site,
• where you write stuff on an ongoing basis.
• New stuff shows up at the top, so your visitors
  can read what's new. Then, they comment on it or
  link
• to it or email you, or not.
• -www.blogger.com, 2007

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Blogs a Collaborative Environment

• Promote deep learning
• Assignments are a beginning not an end
• Extend classroom walls
• Facilitate metacognition and reflection
• Demonstrate achievement of learning outcomes
• E-Portfolio Blogs could demonstrate improvement
  in student learning over time

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Research on Blogging

• Promotes critical and analytical thinking
• Emphasizes creative, intuitive and associational
  thinking
• Combines the best of solitary reflection and
  social interaction
• (Eide Neurolearning Blog, 2005)

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Blogging Getting Started

• www.blogger.com

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Sample Blogger Assignment
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Wikis

• What are wikis?
• According to the writingwiki.org web site
• Wikis are free, online writing spaces.
• Wikis convey a highly collaborative view of
  composing and creativity.

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Wiki Benefits

• wikiineducation.com outlines the benefits of
  implementing wikis in curriculum
• Creating Simple Web Pages
• Project development with peer review
• Group authoring
• Track a group project

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Wikis Getting Started

• This YouTube video
• explains Wikis and
• how they work

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Creating your Wiki

• www.wikispaces.com

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ePortfolios
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ePortfolio Benefits

• Allows students to
• Collect
• Select
• Reflect
• Set goals
• Celebrate achievement

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ePortfolios Getting Started

• Purpose
• Tools
• Internet Access

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ePortfolios Getting Started

• Helen Barrett provides a resource to assist you
  in utilizing
• wikispaces to develop interactive electronic
  portfolios
• How should the portfolio be organized? Set up a
  template for students.
• What artifacts will you include in your
  portfolio? Resumes, blogs, journal entries,
  pictures, etc
• What does each artifact represent? Include a
  brief reflection of each artifact.
• Allow for instant feedback Invite a new member.
• Publish your portfolio

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ePortfolio Results

• Evidence of achieved student learning outcomes
• Showcase of students creativity and
  accomplishments
• Has the capability for students to develop a
  Lifetime Personal Web Space (Cohn Hibbitts,
  2004)

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ePortfolio Example
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Feedback on Web 2.0 tools

• According to Kolowich (2011)
• Professors consider YouTube the most useful tool
  by far
• Only 2 percent (of those surveyed) uses Twitter
  in class
• Facebook is rarely used in class for homework
  assignments
• Faculty view Wikis as having greater value than
  Twitter or Facebook in the classroom

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Sample YouTube Assignment

• YOU TUBE (10 pts) After identifying your major,
  research two related careers via YouTube. Select
  two YouTube videos that provide you with
  information on your selected careers and watch
  the videos. After watching the YouTube videos,
  write a one-page overview of the videos and
  include the information learned in the videos.
  Please include the urls and titles of the
  YouTube videos in your paper. Submit via the
  Angel Drop Box Titled You Tube. Due by 920am
  on March 2nd.

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Listing in Schedule of Classes
NOTE This section of COUNS-012 is being taught in a hybrid delivery mode and meets in class on Tuesday 8/30 12/6 and all Thursdays. Attendance is required for all in person class sessions. An additional 1.5 hours per week of online activities/assignments is required for successful course completion. For further information, contact Char Perlas at char.perlas_at_wvm.edu or [phone].
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Hybrid Format Implementation Manual

• Definition
• Benefits and Limitations
• Backward Design Model
• Additional hybrid activities and assessment
  examples
• Information on training students
• Instructors role
• Student expectations and sample rubrics

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Sample Activity with Associated Rubric
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Sample Rubric
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Activities

• Read What Web 2.0 Can Teach Us About Learning by
• Edward Maloney
• Is implementation of Web 2.0 tools into your
  curriculum and/or program feasible? Why or why
  not.
• What do you feel are the largest barriers to
  implementing Web 2.0 tools? Develop one possible
  solution to each barrier you identified.

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Feasibility
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Examples of Key Challenges

• Student Population
• Instructor Knowledge
• Available Resources

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Key Challenges (cont)

• Outdated Curriculum
• Ethical Considerations
• Lack of Feedback

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Key Challenges (cont)

• Alienation
• Resistance to Change
• Lack of Diversity
• Workload (time)

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Recommendations

• Student Population - Integrate Wiggins and
  McTighes (2005) 6 Facets of Understandings with
  Henderson and Gorniks (2007) concept of 3S
  understanding.
• Instructor Knowledge - Develop a collaborative
  professional learning community.
• Available Resources - Utilize Wiggins and
  McTighes (2005) backward design as a foundation
  for curriculum development.

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Recommendations (cont)

• Outdated Curriculum - Utilize Wiggins and
  McTighes (2005) backward design as a foundation
  for curriculum development.
• Ethical Considerations - Implement Henderson and
  Hawthornes (2000) ethical code on the journey of
  understanding.
• Lack of Feedback - Develop a collaborative
  professional learning community.

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Recommendations (cont)

• Alienation Utilize technology to share best
  practices, ask questions, and provide feedback.
• Resistance to Change Embrace the new student
  learning paradigm.
• Lack of Diversity - Develop a stakeholder
  learning community inclusive of individuals
  representative of the underrepresented population
  being served.
• Workload (time) Allocate department/division
  meeting time and professional development hours
  towards curriculum development.

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Solutions to Challenges
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Activities

• Develop Web 2.0 Activities for your
  course/program!
• Develop 3 Web 2.0 activities for your students
• Identify the learning outcomes students should
  achieve after completion of the Web 2.0 activity
• Create a timeline for Web 2.0 implementation

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Final Outcomes

• We are now in the process of connecting all of
  the worlds knowledge pools together
• - Tom Friedman

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Thank You for Attending!

• In order to assess the effectiveness of this
  workshop, please take a minute to complete the
  Muddiest point handout and email completed
  handout to char.perlas_at_wvm.edu
• For more information on this workshop including
  PPT presentation and handouts, visit
• http//salsa.missioncollege.org/perlas/
• Scroll to Presentations and click on
• Implementing Web 2.0 Tools (PPT) link
• Implementing Web 2.0 Tools Handouts link

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References

• Barrett, H. C. (2006). Authentic assessment with
  electronic portfolios using common software and
  web 2.0 tools. Retrieved November 18, 2007, from
  Electronic Portfolios Web site
  http//electronicportfolios.org/web20.html
• Breivik, P. (2005, March). 21st Century Learning
  and Information Literacy. Change, 37(2), 20-27.
  Retrieved November 15, 2007, from Academic Search
  Premier database.
• Cohn, E. R., Hibbitts, B. J. (2004). Beyond the
  electronic portfolio A lifetime personal web
  space. Educause Quarterly, 27, Retrieved November
  18, 2007, from http//www.educause.edu/apps/eq/eqm
  04/eqm0441.asp?printyes.
• Cornish, E. (2004). Futuring The exploration of
  the future. Bethesda, Maryland World
• Future Society.
• Debevec, K., Shih, M., Kashyap, V. (2006)
  Learning Strategies and Performance In a
• Technology Integrated Classroom. Journal of
  Research on Technology in Education, 38(3), 293
  308. Retrieved November 3, 2007 from ProQuest
  database.
• DiBiase, D. (2007). ePortfolio. Retrieved
  November 18, 2007, from Penn State University Web
  site http//eportfolio.psu.edu/about/e-PortfolioR
  ationale.pdf
• Friedman, T. (2006). The world is flat. New York
  Farrar, Straus and Giroux.
• Kolowich, S. (2011). Top profs, youtube tops
  twitter. Inside Higher Ed, Retrieved from
  http//www.insidehighered.com/news/2011/04/12/surv
  ey_examines_youtube_facebook_twitter_and_other_soc
  ial_media_use_by_college_professors

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References

• Maloney, E. (2007, January 5). What web 2.0
  teaches us about learning. The Chronicle of
  Higher Education, 53, Retrieved December 3, 2007,
  from http//chronicle.com/weekly/v53/i18/18b02601.
  htm
• Moxley, J. (2006, August 8). For teachers new to
  wikis. Retrieved November 18, 2007,
• from Writing Wiki Web site
• http//writingwiki.org/default.aspx/WritingWiki/F
  or20Teachers20New20to20Wikis.html
• Pearce, J. (2007, August). Using wiki in
  education. Retrieved November 18, 2007, from
• The Science of Spectroscopy Web site
  http//www.scienceofspectroscopy.info/edit/index.p
  hp?titleUsing_wiki_in_education
• Prensky, M. (2001) Digital natives, digital
  immigrants. On the Horizon, 9(5), 1-5.
• Rheingold, H. (2004). M-learning 4 generation
  txt? Retrieved November15 from http//www.thefeatu
  resarchives.com
• Smelser, L (2002). Making connections in our
  classrooms online and off. ERIC,
• Retrieved June 28, 2007 from http//www.eric.ed.g
  ov/ERICDocs/data/ericdocs2sql/content_storage_01/0
  000019b/80/1a/01/fe.pdf.
• Stiehl, R. and Lewchuk L. (2007). Outcomes
  Primer. Blaine, WA The Learning Organization.