Title

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Palestinian Polytechnic University Hebron March 19h, 2014 Enhancing Learning with Technology Gregory Light, PhD, Denise Drane, PhD What kinds of technology do you use or would like to use in your teaching? And Why? What types of technologies Smart phones

E-learning portal with discussion forums Lab demonstrations & experiments Internet resources closed facebook groups used to give presentations and share resources Pen & paper in class Sky drive Quick response code for students What types of technology cont. On-line games to teach routing Simulations Multi-media

Why use technology? To enhance understanding To display graphics & figures used in conjunction with the blackboard As a tool to meet our goals for our students To engage students and increase interaction To use as a way to get students thinking What should we keep in mind when making the decision to use

technology? Think - Share Technology should not wag the dog Focus on effective course design, and learning, not technology MOOC Massive on-line open courses include Coursera start up company portal EdEx

Udacity Iversity lynda Points to keep in mind. Focus on design, not technology Don't overload the course Employ constructive

alignment Do not just cover material build on the strengths of the face-toface learning environment. Integrate the online and face-to-face avoid

teaching two unconnected courses. Using Technology to Engage Students in Class Six Principles for Enhancing Learning Deep Learning Problem-focused Peer-connected Mentoring Rich Community

Situated Research (inquiry) Light G & Micari G. (Harvard University Press, 2013) directed DEEP PROBLEM PEER Smart

Samsung phone to find simulations & application s related to a problem Using specialized on-line program to design Using

Matlab Search engines to find multiple solutions to a problem, compare & evaluate the solutions Using Matlab to solve real problems

Computer Using Matlab network in groups of email 3 to solve Light G & Micari G. (Harvard University Press, Cloud based real 2013) e.g. one problems Multimedia with a discussion

used Discussion forums Multimedia with a discussion used after Discussion forums Google earth

Applying the 6 Principles How can you apply the principles to your own teaching? - Identify 1 real examples: with technology - Share with group 6 Principles & Deep Learning Technology

Clicker questions in class Online quizzes, E-Portfolios, Online gradebook Assessment options: multimedia, online quizzes, wikis, etc Online real world problems Problem-focused Online Simulations: eDating, Simcity, virtual labs, etc http://www.tltgroup.org/seven/ Online research: in class, student Library_TOC.htm

6 Principles & Technology Peer-connected Email; Online (chat) office hours Videoconferencing (distance courses) SKYPE ? Sharing student work (with permission) via Web Mentoring Rich: LMS (Moodle) groups Online peer feedback Online discussion board for comments

(peer-led) http://www.tltgroup.org/seven/ Library_TOC.htm 6 Principles & Community Situated Technology EAccess: students with disabilities, ESL, quiet students, etc Blackboard tools: timed release to pace material Posting lecture notes, Library electronic

reserves Online database of resources (for instructors) Online rubrics, learning contracts, etc Research (Inquiry) Driven Online research: in class, student http://www.tltgroup.org/seven/ contributions, cases Library_TOC.htm Using Social Media to Engage Students and Promote Collaboration

What is social media? Web-based 94% of Communication freshmen use Collaboration social

Participation networking sites Sharing User-generated content (HERI 2007) Social media can help with Engagement Student-student, student-faculty interaction

Collaboration Cohort effects Asynchronicity & Learning Relevance Transferrable skills Professional networking Twitter Example #1

http://www.youtube.com/watch?v=6WPVWDkF7U 8 Ex. Twitter in Cognitive Design Course From syllabus: "The goal is to use Twitter along with the readings to learn to see cognition in action in our everyday world. g n i n Lear

e v i t c obje Cognitive Design Sample tweets: Ever noticed how it's difficult to perform a mental task while performing a taxing physical task? Push ups + talking = impossible #CD452 Always thought my morning crankiness was due to low sugar. Per @judithhorstman, actually low serotonin. And

afternoon crankiness? #CD452 I have a new mental model for 'resourcefulness' and 'patience' http://t.co/Z8zsh21 #CD452 Students are sharing links and ideas related to course material Twitter Example Introduction to PR Strategies and Tactics Sample tweets: @IMC306 ABC News Reporter On Interruption By Publicist: "That Aggression of Interruption I Have Not Seen Before' http://tinyurl.com/yhwjejz @IMC306 ESPN called on to be more transparent with coverage of internal

stories: http://bit.ly/IsAD7 @IMC306 Looking for innovative online PR tactics? Look no further than the New Zealand Seafood Industry Council. http://tinyurl.com/ylknrg8 Engagement with guest speakers Live tweeting during group presentations Engagement outside of classs Benefits of Teaching with Twitter

Serve as Warm call for students Link theory and practice Engaging students beyond the classroom Possible positive impact on grades Junco, Heiberger, and Loken 2010 What are some potential challenges? Facilitating Learning Outside of Class Collaborative Technology U-Wisconsin study of technology enhanced collaborative work: Large majorities of students reported that:

Technology tools make group work easier. Groups benefited from technology tools. Technology tools enhanced the quality of the final group project. Schmidt 2009 Cons and Pros of Online Discussion? Cons May seem less natural than traditional classroom Students may post only

their own thoughts, may not respond to or build on others ideas Interactions may be at surface (e.g. simple sharing or comparing) rather than deeper level (e.g. negotiating meaning, synthesizing, or applying new knowledge) Students may not be actively constructing Pros

Teacher as facilitator; students take more responsibility for learning Provides written records of the discussion, offers learners more opportunities to identify, examine and make connections between ideas. Frees learners from time and space constraints, providing more time for reflection and deeper thinking

Making On-line Discussions Productive Assignments should be designed so that learners will actively engage in such cognitive processes as interpretation, elaboration, making connections to prior knowledge carefully examine other peoples views, and be sensitive and analytical to conflicting views actively negotiate and construct meanings, and reconsider, refine and sometimes revise their thinking Other Ways to Promote On-Line Collaboration?

Icebreakers Learning Teams Guest Panels/Interviews Group Projects Debates Case Studies Wikis Blogs Concept Mapping First decide on method or activity, then decide on tool

Collaboration with Google Docs Additional Resources http://www.merlot.org/merlot/ index.htm Questions or thoughts? Resources Bruff, D. Revolution or Evolution? Social Technologies and Change in Higher Education. Retrieved 27 January 2011, from http://chronicle.com/blogs/profhacker/ Crook, C. (2008). Web 2.0 technologies for learning: The current

landscape -- opportunities, challenges, and tensions. Becta Research Reports. Beeta, Coventry. Available at: http://research.becta.org.uk/upload-dir/downloads/ page_documents/research/web2_technologies_learning.pdf (Last accessed 18 January 2011). Croxall, Brian. Reflections on Teaching with Social Media. Retrieved 14 December 2010, from http://chronicle.com/blogs/profhacker/ Heiberger, G., & Harper, R. (2008). Have you Facebooked Astin lately? Using technology to increase student involvement. New Directions for Student Services, 124, 19-35. Resources (continued) Higher Education Research Institute (2007). College freshmen and online social networking sites. Available at: http://www.gseis.ucla.edu/heri/PDFs/pubs/briefs/brief091107-SocialNetworking.pdf (Last accessed 18 January 2011). Hughes, A. (2009). Higher education in a Web 2.0 world. JISC Report. Available at:

http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf (last accessed 18 January 2011). Junco, R., Heiberger, G. and Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, no. doi: 10.1111/j.1365-2729.2010.00387.x Nackerud, S. and Scaletta, K. (2008). Blogging in the Academy. New Directions for Student Services, 124, 71-87. Sample, M. A Framework for Teaching with Twitter. Retrieved 14 December 2010, from http://chronicle.com/blogs/profhacker/

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