Post on 18-Dec-2015
transcript
DEVELOPING SOCIAL PRESENCE IN ONLINE CLASSROOMS
KIMBERLY M. HARRISON, ABD – INSTRUCTIONAL TECHNOLOGY
ELMHURST COLLEGE / NORTHERN ILLINOIS UNIVERSITY
ICCHE – FEBRUARY 2015
Want an electronic copy of this presentation? http://bit.ly/1KMEFP3
AGENDA
What is social presence? How do we recognize it?
Facilitating the development of social presence: Instructional practices
Facilitating the development of social presence: Overview of 25 tools
Poll: Which tools would you like to know more about?
(More) in-depth discussion of 3 tools
Q&A / Your tools, tips, & tricks
WHY ARE WE TALKING ABOUT THIS?
Independent…
but not lonely
ONLINE STUDENTS
Photo from FreeDigitalPhotos.com, created by jscreationzs
Students love the flexibility, but are often surprised at the difficulty
of the class, & how much they miss interaction.
SOCIAL PRESENCE “Degree of salience of the other person in the interaction
and the consequent salience of the interpersonal relationships” (Short et al., 1976)
“When users feel that a form, behavior, or sensory experience indicates the presence of another intelligence” (Biocca, 1997)
“Person-to-person awareness, which occurs in a mediated environment” (Tu, 2002)
“The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (Garrison, 2009)
(Gunawardena, 1995)
SOCIAL PRESENCE THEORY
HOWEVER…
“[T]he first priority for most students in a formal educational context
is shared social identity (i.e., the purpose of the course), and not
personal identity” (Garrison, Anderson, & Archer, 2010, p. 7)
Social presence develops when learners have a chance to develop a
trusting environment to explore course goals together (Garrison,
Anderson, & Archer, 2010)
SPT’S BENEFITS
TOOL #1:
ASYNCHRONOUS ONLINE DISCUSSIONS
(MOST OF THIS APPLIES TO SYNCHRONOUS DISCUSSIONS, TOO)
HOW DO WE RECOGNIZE SOCIAL PRESENCE?
Participation
Greetings
Conversational tone
Humor
Emoticons & metalinguistic
cues: <grin>
Inclusive pronouns (“we”)
Questions / invitations to comment
Supportive remarks / positive feedback
Requests for, or offers of, help
Links to personal experiences / sharing stories
HOW DO WE FACILITATE SOCIAL PRESENCE?
HOW TO FACILITATE SOCIAL PRESENCE?
Participate! (Encourage, model)
Greetings
Conversational tone
Humor
Emoticons & metalinguistic cues
<grin>
Inclusive pronouns (“we”)
Questions / invitations to comment
Supportive remarks / positive feedback
Requests for, or offers of, help
Links to personal experiences / sharing stories
Also: Make sure students know how to use the tech tools
DIRECT INSTRUCTION & INSTRUCTOR MODELING
Teach to avoid overuse, too
(Tu, 2002)
Reporting = summarizing X
Reacting
Visceral response
In student’s own voice
Describes anything confusing or contradictory in X
Reflecting
Connecting prior assumptions and expectations to X
Personal impact of X
HOW TO FACILITATE SOCIAL PRESENCE?ENCOURAGING REFLECTION (CHAPNICK, 2014)
Critical thinking in original posts should lead to
enhanced discussion / more social presence throughout.
OTHER INSTRUCTIONAL TECHNOLOGY
TOOLS FOR FACILITATING SOCIAL PRESENCE
7 WAYS TEACHERS CAN USE TECHNOLOGY WITH PURPOSE INFOGRAPHIC
BY A.J. JULIANI
USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
#1
#2#3
#4
USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
COLLABORATE WITH GOOGLE DOCS / SHEETS / SLIDES / DRIVE
2. This Google Sheet has hyperlinks for the tools we are
going to discuss: http://bit.ly/1LQHX7a (Note: This one can only be edited by me.)
3. Here is a Google Doc that you can add to, edit, etc.:
http://bit.ly/1zDo0KJ
#4: VOICETHREAD ($99 / YEAR)
#5: COGGLE
COLLABORATE WITH…
6. Skype / Google+ Hangouts
Students can chat with each other using just audio or audio / video
7. Glide
Asynchronous video messaging
USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
Shared course
identity:
Icebreakers: Yay!
Random stories in week 5: Boo!
#8: STRAWPOLL.ME
Take the
survey! The link is in the Google Doc,
2nd page!
#9: GOOGLE FORMS
#10: ANIMOTO
#11: VOKI
#12: TWITTER
Recommendation: Make a separate account for each class
Students share online resources (web pages, videos)
Teach them about shortened URLS: bit.ly.com or tinyurl.com
Twitter widget can be added into some LMSs for students
who don’t want to create a Twitter account
WE NOW INTERRUPT THIS PRESENTATION OF INSTRUCTIONAL TOOLS….
#13: ALTERNATIVES TO TERM PAPERS
Lawrence University (Appleton, WI) Library
AND NOW BACK TO OUR REGULARLY SCHEDULED PRESENTATION OF
INSTRUCTIONAL TOOLS….
#14: FACEBOOK
Some instructors become Facebook friends with students; some are very much opposed to this (pros/cons)
(Closed) Facebook groups: Effective for creating a community; separates personal from classroom
More likely to post socially here than in an ungraded discussion
Can be used to share online resources or responses to an academic activity
Your college / university may have a Groups for Schools page
#15: CEL.LY
#16: KAHOOT!
#17: SOCRATIVE
DIPSTICKS: EFFICIENT WAYS TO CHECK FOR UNDERSTANDING
EDUTOPIAFINLEY, T. (2014, JULY 30)
USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
Reporting = summarizing X
Reacting
Visceral response
In student’s own voice
Describes anything confusing or contradictory in X
Reflecting
Connecting prior assumptions and expectations to X
Personal impact of X
HOW TO FACILITATE SOCIAL PRESENCE?ENCOURAGING REFLECTION (CHAPNICK, 2014)
Critical thinking in original posts should lead to
enhanced discussion / more social presence throughout.
#18: DIPITY
#19: BLOGGER
#20: WEEBLY
#21: WIKISPACES CLASSROOM
#22: TARHEEL READER
Invitation code:
Literacy!
#23: PIXTON ($8.99+/MONTH)
#24: POSTER MY WALL
WHICH TOOLS WOULD YOU LIKE TO LEARN MORE ABOUT?
ICCHE2015
HOPEFULLY YOU WILL PICK 1 OR 2 OF THESE IDEAS TO TRY OUT EITHER THIS SEMESTER OR
NEXT…
“It is not about the technology; it’s about sharing
knowledge and information, communicating
efficiently, building learning communities and
creating a culture of professionalism in schools.
These are the key responsibilities of all
educational leaders”. – Marion Ginapolis
http://teachbytes.com/2012/03/01/10-educational-technology-quotes/
REFERENCES & RESOURCES
Armon, R. (2015, February 6). College students taking online courses miss professors. Akron Beacon Journal. http://www.ecampusnews.com/top-news/online-students-professors-098/
Barker, J. (2013). 40+ ways to innovate teaching using Glogster EDU. Retrieved from http://blog.edu.glogster.com/2013/05/13/40_ways_to_innovative_teaching_using_glogster_edu
Biocca, F. (1997). The cyborg’s dilemma: Progressive embodiment in virtual environments. Journal of Computer-mediated Communication, 3(2). http://dx.doi.org/10.1111/j.1083-6101.1997.tb00070.x
Brandon. (2013, April 3). Just Coggle.it! Education Technology Magazine. http://www.edutechmag.org/2013/04/03/just-coggle-it/
Buck, T.E. (2013, October 18). The awesome power of gaming in higher education. EdTech. http://www.edtechmagazine.com/higher/article/2013/10/awesome-power-gaming-higher-education
Chapnick, A. (2014, November 11). Reporting, reacting, and reflecting: Guidelines for journal writing. Faculty Focus. http://www.facultyfocus.com/articles/teaching-and-learning/reporting-reacting-reflecting-guidelines-journal-writing/
EduCause Learning Initiative. (2009). 7 things you should know about...VoiceThread. http://net.educause.edu/ir/library/pdf/eli7050.pdf
REFERENCES & RESOURCES
Finley, T. (2014, July 30). Dipsticks: Efficient ways to check for understanding. Edutopia. http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D.R., Anderson, T. & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9. http://dx.doi.org/10.1016/j.iheduc.2009.10.003
Garrison, D.R., Cleveland-Innes, M., & Fung, T.S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1), 31-36. http://dx.doi.org/10.1016/j.iheduc.2009.10.002
Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2-3), 147-166.
Gunawardena, C.N. & Zittle, F.J. (1997) Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
Higher Ed Live. (2015). Successful student blogging in higher education. (Video: 1:04). http://www.higheredlive.com/successful-student-blogging-in-higher-education/
REFERENCES & RESOURCES
Juliani, A.J. (2014, August 19). 7 ways teachers can use technology with purpose (infographic). http://elearninginfographics.com/7-ways-teachers-can-use-technology-purpose-infographic/
Karchmer-Klein, R. & Shinas, V. (2014). Teaching with Glogster: Using virtual posters in the classroom. http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-glogster-using-30790.html
Lepi, K. (2012, August 19). 10 fun tools to easily make your own infographics. Edudemic. http://www.edudemic.com/diy-infographics/
Mollett, A., Moran, D., & Dunleavy, P. (2011). Using Twitter in university research, teaching and impact activities: A guide for academics and researchers. LSE Public Policy Group. http://www.urosario.edu.co/CGTIC/Documentos/Twitter_Guide_Sept_2011.pdf
Muñoz, C., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16(12). doi:10.5210/fm.v16i12.3513. http://firstmonday.org/article/view/3513/3116
Nielsen, L. (2013, April 28). Cel.ly supports schools: Group texting for education. Lisa Nielsen: The Innovative Educator. http://theinnovativeeducator.blogspot.com/2013/04/celly-supports-schools-group-texting.html
Orlando, J. (2010, May 12). Using VoiceThread to build student engagment. Faculty Focus. http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/using-voicethread-to-build-student-engagement/
REFERENCES & RESOURCES
Peters, V. L., & Hewitt, J. (2010). An investigation of student practices in asynchronous computer conferencing courses. Computers & Education, 54(4), 951-961. doi: 10.1016/j xompedu.2009.09.030
Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 20-39. Retrieved from http://jaln.sloanconsortium.org/
Richardson, J.C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. Retrieved from http://jaln.sloanconsortium.org/
Rourke, L., Anderson, T., Garrison, D.R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50−71.
Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54-62.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers & Education, 52, 543-553. http://dx.doi.org/10.1016/j.compedu.2008.10.007
Sheridan, B. (2012, November 26). Comics as scholarship. Instructional Design Team, University of Fairbanks. https://idesign.uaf.edu/comics-as-scholarship-2/
REFERENCES & RESOURCES
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Toronto, ONT: Wiley.
Stevens, C.A. (n.d.). Using Wikispaces for collaborative knowledge construction in a master's-level course. (PowerPoint). http://www.ecu.edu/cs-acad/ofe/upload/Wikis_Stevens.pptx
Swan, K., & Shih, L.F. (2005.) On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks 9(3), 115-136. Retrieved from http://jaln.sloanconsortium.org/
Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (ed), Learning and Teaching with Technology: Principles and Practices, 147–164. London: Kogan Page.
Swan, K., Day, S.L., Bogle, L.R., & Matthews, D.B. (2013). A collaborative, design-based approach to improving an online program. The Internet and Higher Education. Advance online publication. http://dx.doi.org/10.1016
Tu, C. H. (2002). The impacts of text-based CMC on online social presence. The Journal of Interactive Online Learning, 1(2), 1-24.
Tu, C.H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.
Wang, Y., & Chen, V. D. (2008). Essential elements in designing online discussions to promote cognitive presence—A practical experience. Journal of Asynchronous Learning Networks, 12(3-4), 157-177. Retrieved from http://jaln.sloanconsortium.org/
CONTACT INFO:
KIMBERLY M. HARRISON
CURRICULUM DEVELOPER
ELMHURST COLLEGE
KIMBERLY.HARRISON@ELMHURST.EDU
630-617-5998