Feedback...Communication is Key

Communication skills have been defined as the ability to convey information to another effectively and efficiently.  As educators is this not our overall goal?  We strive to be able to take information that is considered valuable and worth knowing and find a way to relay this to our students in an effective and efficient manner.  From this we can deduct that as educators communication skills should be at the top of our skill list.

So, what does this have to do with feedback?  We must first be able to communicate with our students before we can provide feedback.  "Students have a positive perception of audio feedback." (Ice, P. 2007)  When we give audio feedback (talk) to our students they have a sense that the instructor cares more about them and their worth as a student and future professional.  My students each semester have hands on testing where they must perform certain skills related to the subject area we are studying.  The use of feedback has shown me that students want to perform the skill correctly.  Audio and visual feedback allows for the students to grow and has led to increased retention on sequential tests.  Sitting down one on one with the student, leaving video feedback, or audio feedback all though time consuming pays off.  The students see that I am committed to their success and in return their effort increases.  I have seen increases in my end of year evaluations when using this method as opposed to no feedback or written feedback.

Keys to giving students feedback are:

• Praise and encouragement is better than criticism and punishment (Johansson, J. 2017)
• Feedback should be relevant, immediate, factual, helpful, confidential, respectful, and tailored (Johansson, J. 2017)
• Let the students be involved.  Have them first assess themselves (Branch Jr, W.T. and Paranjape, A. 2002)
• Feedback is most valuable when gathered from multiple sources and when it comes from someone who is perceived as credible, knowledgeable, and well intentioned (Brinko, K.T. 1993)

As educators we must also be able to accept feedback.  Just like our students in order for growth to occur we must be able to self-evaluate, take feedback from our peers, and swallow our ego and take and apply feedback from our students.  

Watch this video on the importance of getting feedback from students:

https://www.youtube.com/watch?v=zLY5buOkS7c

Let's all remember that as much as our students need feedback, we do as professionals, and in order to grow and continue to thrive we must strap on those communication skills and be the best educators we can be!

Resources:

Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students' sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.

Branch Jr, W. T., & Paranjape, A. (2002). Feedback and reflection: teaching methods for clinical settings. Academic Medicine, 77(12, Part 1), 1185-1188.

Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning–a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.

Kember, D., Leung, D. Y., & Kwan, K. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching?. Assessment & Evaluation in Higher Education, 27(5), 411-425.

Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective?. The Journal of Higher Education, 64(5), 574-593.

Synchronous Learning

Why Synchronous?

"Synchronous communication can be sued to build social interaction." (Berge Z., 2004)

""Developing team/classroom relationships is vital to success as these relationships are linked to enhanced creativity, motivation, morale, and better decisions."(Pauline D., & Yoong P., 2001)

"Synchronous online learning has been described as enhancing the sense of shared presence." (Cox G., Carr T., & Hall M., 2004)

All of the above quotes have one common theme.  The use of synchronous learning has a direct affect on a students feeling of inclusion in a course.  Students are less likely to feel like they are on an island alone struggling with the topics when synchronous learning is included into the course.  Kim, II (2014) states that peer interaction leads to greater stimulation when properly implemented into a course.  I have to agree with this.  When we interact with our peers in real time whether that be through video or audio chat we are able to gain a wealth of knowledge through discussion of a topic that we may not get from sitting, staring at a screen, and typing.  Words spoken are powerful, and can take on a different meaning when we use our voice.  We need this interaction in education that is heavily becoming reliant on web-based courses.  It keeps us connected and helps us remember we are all connected and that our learning can be enhanced by interaction with each other. 

What does this mean of the Facilitator?

As a facilitator in a synchronous session we must "address a lack of emotional and social contextual cues.  Using video casting as an instructor can help by allowing for non-verbal communication through body language." (Han, Heeyoung. 2013)  As a facilitator we can convey a lot through our body language.  We can use gestures and emblems to help get our point across to students and help them make the connection with things that we couldn't do on paper.  We also must "find a way to use high order thinking when phrasing and facilitating online synchronous discussion." (Wang, C. 2005). We need to be able to evoke deep thought in or synchronous sessions.  Ask the hard questions that allow for deep thought and for the student interaction to build and evolve the subject into something new and meaningful.  We have to use this small amount of time we have face-to-face and make the most of it!

For more one Synchronous Facilitation watch the following video.

https://www.youtube.com/watch?v=aOAI7hkosZ4

Resources:

Berge Z., (1995), Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology. 2-30.

Pauleen, D. & Yoong, P. (2001), Facilitationg Virtual Team Relationships Via Intrenet and Conventional Communication Channels. Internet ResearchL Electrionic Networking Applications and Policies 11(3), 190-202

Sulaiman F., Atan, H., Idrus R., & Dzakiria H. (2004). Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration. Malaysian Online Journal of Instructional Technology. 1(2), 58-66

Shi S., Bonk C., Tan S., & Mishra P. (2008). Getting in Sync with Synchronous: The Dynamics of Synchronous Facilitation in Online Discussions. International Journal of Instructional Technology and Distance Learning. 5(5), 1-23

Cox G., Carr T., & Hall M. (2004). Evaluating the Use of Synchronous Communication in Two Blended Courses. Journal of Computer Assisted Learning. 20, 183-193

Kim, Il-Hee 2014 Interactive Learning Environments. Jul2014, Vol. 22 Issue 4, p467-484. 18p.

Wang, C .-H. 2005 Journal of Computer Assisted Learning. Aug2005, Vol. 21 Issue 4, p303-313. 11p.

Han, Heeyoung. 2013 American Journal of Distance Education. Oct-Dec2013, Vol. 27 Issue 4, p253-264. 12p.

Asynchronous Facilitation

"It is common for learners to feel alone in distance education.  Emotional connectedness may provide support for that class but also for life-long affiliation with students, faculty, department, and institution.  Creating areas (discussion boards) for class relevant content, casual conversation, and question and answer sections.  This fosters community and connectedness." (GoodyearP., Salmon G., Spector M., Steeples C., Tickner S., 2001)

As more and more online learning opportunities arise methods for allowing students to work at their own pace and time must be in the forefront of an instructors mind when developing and implementing course work.  Asynchronous learning through the form of discussion is a main way this is achieved.  This then leaves the question what is the role of the instructor in the asynchronous discussion?  

Let's explore what research suggest that role should look like!

Prompter

The first role of the instructor is prompting.  "Instructors need to identify the right questions that foster engagement and learning" (Morris L, Xu H., Finnegan C., 2005)  Instructors have to know how to ask the question.  They have to prompt the reader with an open end question that allows for deep thought and critical thinking.  If we are not asking the hard questions the purpose of the discussion is lost, interaction decreases, and outcomes become non existent.  

Facilitator

This is the BIG one!  As instructors our main role in asynchronous discussion is facilitation.  We need to know when to add our two cents and when to let the students run on their own.  When looking at how much an instructor is involved in a asynchronous discussion in relationship to the interaction the students have with each other the instructor must be very careful to not become the dominating factor.  "An instructor must know that they have a role in the discussion, but be careful not to be too involved and hinder peer to peer learning." (Comer, D., Lenaghan, J., 2013).  Students want the instructor to be involved to show that they are involved in the learning process, but when the instructor takes over the discussion a disconnect between the students begins to form.  Students are less likely to respond and engage in contradicting and building arguments with their peers if they fear the instructor is going to trump their response.  An, Shin, and Lim (2009) found that when an instructor required the students to interact with at least two peers and then the instructor commented on each individual post the students did not feel they could freely interact.  When the instructor gave no guidance as to how many times the students must post the students were lost and only the higher level students engaged in the discussion.  When the instructor was more loose with their response but required the students to post the discussion had a much better flow and allowed for greater peer-to-peer interaction. 

Conclusion

In conclusion asynchronous learning must have an instructor that is willing to prompt and facilitated, but be able to step back and allow for student growth and depth to develop through peer interaction.  

References:

An, Heejung; Shin, Sunghee; Lim, Keol. Computers & Education. Nov2009, Vol. 53 Issue 3, p749-760. 12p.

Comer, Debra R.; Lenaghan, Janet A. Journal of Management Education. Apr2013, Vol. 37 Issue 2, p261-294. 34p.

Brown, R. (2001) The Process of Community Building in Distance Learning Classes. Journal of Asynchronous Learning Networks, 5(2), 18-35

Morris, L.. Xu, H. Finnegan, C. (2005). Roles of Faculty in Teaching Asynchronous Undergraduate Courses. Journal of Asynchronous Learning Networks, 9(1) 65-82

EDU 653 Final Reflection

When I started this course I was a little naive.  I like many other use a computer daily and have my smart phone attached to my thumbs.  So, this course should be a breeze and what more could I possibly learn that I REALLY need to successfully teach my courses.

Boy was I wrong!

I found out that there is a whole world of technology out there that I can use to ramp up my teaching and create an exciting and engaging environment for my students.

The world is changing and we have to keep up.  Technology is only going to keep evolving and we have to be willing to go on the journey with it.  

TPACK was a great starting point for me to look at my teaching and where to go.  I realized that I know a lot about my content area and an ok amount about technology, but through the semester I learned how I could become a great teacher, or at least try.  I gained tools on how to flip my classroom and use blended learning to create an environment where I am not so focussed on spitting content at my students, but allowing them to use design thinking and problem based learning to really tackle and understand real life problems.

I learned that it takes work.....I mean a lot of work to stay on top of the endless and ever changing technology resources out there.  That I have to be committed to seeking out new opportunities whether that is conferences, websites, podcasts, blogs, twitter, or Facebook to build my PLN.

There is an endless amount of resources out there and I have to be willing to go find them!

So what have I learned?  That I have to always have a drive to learn, change, and grow with technology because if not I will be left behind.  I have to put myself out there and try new things knowing that some might fail, but be willing to look at that failure as success and growth.  That the use of technology can help our students and allow us to really personalize their experience!

I hope to always be this open to new technology and my plan from here is to take what I have learned and apply it to my future courses to really be the best I can be.

Taking TPACK for a Spin

Spin the Wheel

In this assignment we had to spin a digital wheel and use the tools we were given to complete a task.  My trusty 3 year old assistant Hadley took a turn at the wheel for me and we ended up with toilet paper.  Our task was to use our tool to carry an egg across the room.

The Challenge

I feel like I lucked out in this challenge even though there may have been more suitable items to complete this task as you will see in the video the toilet paper worked, especially when doubled.  

Spinning it to the classroom

So here is what I think we can learn from this assignment and apply to the classroom:

1. It is important to select the right tools for the assignment.  We have talked about how we should not choice technology just because, but rather choice our activity and then find the technology tool that works for that activity.  This will help us enhance learning and achievement.  
2. When life gives you lemons make lemonade.  Sometimes in life you don't always have what you need, it is important to be able to adjust and think outside the box.  This also applies to the students we may have.  All students are going to think and learn differently, and how I may best use a tool may completely different then how someone else learns or uses a tool.  Adapt, grow, change.
3. Take a spin with TPACK all the tools are there to create the perfect learning environment.  

Go spin the wheel and see what your students can create!

Digital Citizenship

Citizenship and Digital Citizenship so what's the difference?

When I think about citizenship in the traditional sense thoughts of democracy, being a part of a community, having rights, pride for your fellow man and country, and freedom come to mine.  Citizenship may mean different things to different people depending on what part of the world they live in.

Unlike the traditional sense of citizenship, digital citizenship can cross from country to country and should have a standard no matter where you live in the world.  Since technology allows for us to connect with people near and far we need these standards to help guide us when interacting in the digital world.  Digital citizenship allows for responsible technology use, and this is very important because in a technological world once you hit the keys your words are out there for the world to see and there is no taking it back.  

We have to be responsible and respectable digital citizens.

So how do we relay this to our students.  I think this is hard students today have grown up with technology, they were given devices as toddlers and may know how to use most technology better than people in their 40's and 50's.  It is hard for them to understand that what they do online from the beginning will carry with them the rest of their lives.  Let's be honest it is a good thing we didn't have technology like this when we were kids!  We have to teach them that no matter how many times they hit the delete key once something is published to the world it is stamped forever into there digital identity.  This is a hard lesson to learn as a young adult.  As educators we have to A. be a good role model and demonstrate appropriate digital citizenship through our actions, B. use others mistakes as examples so that they don't make the same ones, and C. hope that they understand the magnitude of how much weight our words can carry even from millions of miles away.  

As educators we must mirror being a good citizen in the traditional setting and the digital one.  We must know what resources are out there to help govern digital citizenship, and use those to our advantage as protection for us and our students.

For more information follow the link to learn about themes of digital citizenship and age appropriate incorporation:

Nine Elements of Digital Citizenship

We all must take steps to protect our digital citizenship.  We must begin teaching digital citizenship early and often.  Will you take the steps to become a Super Digital Citizen?

https://www.commonsensemedia.org/videos/super-digital-citizen#

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Creating a PLN

Personal Learning Network....Sounds Easy Right???

So, I thought to myself this shouldn't be too hard.  I am pretty connected.  I have a twitter account that I check occasionally, I have Facebook which well that may be a little more than occasionally, I have Instagram, I have a Google+ account, and well I blog now, so I am covered right?  WRONG.  I quickly learned that I had so much to do and learn about building and sustaining a PLN and nothing about it came easy or quick.

I was tasked with finding a twitter chat and actively participating, but what is a twitter chat.  After watching the video posted about it I started to feel a little more confident.  Basically a twitter chat is where a group with a common interest set aside a certain time to discuss a topic, network, and gain feedback through asking and answering questions.  My teacher was nice enough to share a schedule of twitter chats with us and I set out to find one that interest me.  Before I get ahead of myself lets talk a little bit about the platform you use to follow and engage in a twitter chat tweetdeck.  Tweetdeck makes things flow a lot easier you can add a column (see below) specifically for the chat where only post that use the # of the chat will be seen.  I couldn't imagine trying to keep up with the pace of the chat in the normal twitter view with other tweets coming in at the same time.  

The Chat that I participated in was #edtechchat.  Multiple questions were asked throughout the hour time span and responses began like a water fall, and by water fall I am talking Niagra Falls has nothing on how fast this chat was moving.  This was overwhelming to say the least.  as soon as a question went up within seconds the answers began pouring in.  It took me a few questions to get a hold of myself and start to make some sense of everything that was going on in front of me.  Anyone who used the #edtechchat appeared in my column.  

After the first two questions I saw the third question come in and thought ok lets give this a try and dive in and hope for the best.  I answered question three and much to my surprise my computer didn't blow up.  I was a little worried since it had been working so hard to keep up.  My response was short and brief, but got my feet wet and let me gain a little confidence about how this whole twitter chat works.

I answered a few more topics with some still brief responses.  

I started to really enjoy seeing the answers people were giving, it started to get me thinking about the topic in a whole new light.  One of the questions talked about what would you like to see in the future in devices.  Many responded with battery life.  I never really thought about that.  As simple as it is, but very important if you are looking at trying to put a device in each students hand.

As the chat ended I scrolled back through to review some things and found some people that were interesting to me, and people I felt I could gain from following them on a daily bases.  

I also found some other chats and groups that I believe can be useful for me in the future and added those as columns to easily follow the conversations taking place.

Man I am glad that is over

Like I said before the whole experience was very overwhelming, but one I am glad I did.  Yes I am glad that first experience is over, but by the end I felt more confident in using my PLN to participate in chats and gain vital information as I learn more and more about education and technology. In the future I plan to look for more chats and jump in where I can as well as try and find as many resources that can help me along this journey.