Developing social presence in online classrooms
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Transcript Developing social presence in online classrooms
DEVELOPING SOCIAL PRESENCE
IN ONLINE CLASSROOMS
KIMBERLY M. HARRISON, ABD – INSTRUCTIONAL TECHNOLOGY
ELMHURST COLLEGE / NORTHERN ILLINOIS UNIVERSITY
ICCHE – FEBRUARY 2015
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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?
ONLINE STUDENTS
Independent…
but not lonely
Students love the flexibility, but are often
surprised at the difficulty of the class, &
how much they miss interaction.
Photo from FreeDigitalPhotos.com, created by jscreationzs
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
Inclusive pronouns (“we”)
Greetings
Questions / invitations to comment
Conversational tone
Supportive remarks /
positive feedback
Humor
Emoticons & metalinguistic cues:
<grin>
Requests for, or offers of, help
Links to personal experiences /
sharing stories
HOW DO WE FACILITATE SOCIAL PRESENCE?
HOW TO FACILITATE SOCIAL PRESENCE?
DIRECT INSTRUCTION & INSTRUCTOR MODELING
Participate! (Encourage, model)
Inclusive pronouns (“we”)
Greetings
Questions / invitations to comment
Conversational tone
Supportive remarks / positive feedback
Humor
Requests for, or offers of, help
Emoticons & metalinguistic cues
Links to personal experiences /
sharing stories
Teach to avoid
overuse, too
(Tu, 2002)
<grin>
Also: Make sure students know how to use the tech tools
HOW TO FACILITATE SOCIAL PRESENCE?
ENCOURAGING REFLECTION (CHAPNICK, 2014)
Reporting = summarizing X
Reflecting
Connecting prior assumptions
Reacting
Visceral response
In student’s own voice
Describes anything confusing or
contradictory in X
and expectations to X
Personal impact of X
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
#3
#2
Reflect & share
Collaborate in real time #1
Make something that matters #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
EDUTOPIA
FINLEY, T. (2014, JULY 30)
USING TECHNOLOGY & SOCIAL PRESENCE
Reflect & share
Collaborate in real time
Make something that matters
HOW TO FACILITATE SOCIAL PRESENCE?
ENCOURAGING REFLECTION (CHAPNICK, 2014)
Reporting = summarizing X
Reflecting
Connecting prior assumptions
Reacting
Visceral response
In student’s own voice
Describes anything confusing or
contradictory in X
and expectations to X
Personal impact of X
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
#25: EASEL.LY: INFOGRAPHICS
Let’s go see some infographics!
WHICH TOOLS WOULD YOU LIKE
TO LEARN MORE ABOUT?
ICCHE2015
Link to Examples
http://bit.ly/1KGczGZ
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/justcoggle-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
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http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
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REFERENCES & RESOURCES
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REFERENCES & RESOURCES
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CONTACT INFO:
KIMBERLY M. HARRISON
CURRICULUM DEVELOPER
ELMHURST COLLEGE
[email protected]
630-617-5998