Group items tagged

a possible structure recommended by one of the faculty we were talking to was – read/watch, quiz, lecture, student group discussion, reflection. The reasoning here is that if you give learners (particularly new learners) a reading without some form of accountability (a quiz) they are much less likely to do it. I know that for me, when I’ve done the readings, I’m far more likely to attend class. Putting the student group discussion after the lecture gives students who can’t attend a synchronous session a chance to review the recording

The standardization police have been telling us for years that each student must learn the same things. Poppycock. Scaffolding doesn’t mean taking away student choice. There are numerous approaches to allowing a little or a lot of choice into your classes (learner contracts come to mind). Just remember, most students don’t want choice – at first. 12-16 years of training has told them that you the faculty member have something you want them to do and they need to find the trick of it. It will take a while until those students actually believe you want their actual opinion.

You can have a goal like – get them acculturated to the field – and work through your activities to get there. It’s harder, they will need your patience, but once they get their minds around it, it makes things much more interesting.

Almost 69 percent of social referrals were dark! Facebook came in second at 20 percent. Twitter was down at 6 percent

direct socia

the social sites that arrived in the 2000s did not create the social web, but they did structure it. This is really, really significant. In large part, they made sharing on the Internet an act of publishing (!), with all the attendant changes that come with that switch. Publishing social interactions makes them more visible, searchable, and adds a lot of metadata to your simple link or photo post. There are some great things about this, but social networks also give a novel, permanent identity to your online persona. Your taste can be monetized, by you or (much more likely) the service itself

the tradeoffs we make on social networks is not the one that we're told we're making. We're not giving our personal data in exchange for the ability to share links with friends. Massive numbers of people -- a larger set than exists on any social network -- already do that outside the social networks. Rather, we're exchanging our personal data in exchange for the ability to publish and archive a record of our sharing. That may be a transaction you want to make, but it might not be the one you've been told you made. 

"Only about four percent of total traffic is on mobile at all, so, at least as a percentage of total referrals, app referrals must be a tiny percentage,"

only 0.3 percent of total traffic has the Facebook mobile site as a referrer and less than 0.1 percent has the Facebook mobile app

Reasons why people want to keep their cameras off include: Discomfort or shyness with showing their faces online. This is real, people. For most people, it gets better with time, but not always and not in every context.Noisy or busy home environments e.g. spouse or kids or siblings moving about. I have occasionally had to mute and turn camera off in the middle of a webinar I am personally giving for those reasons! Women and girls can be especially vulnerable to kids and spouses not respecting their work/learning timeNot being dressed for company (for me personally, I often don’t want to cover my hair for a meeting where I’m not presenting, I want to lounge around in comfy clothes). Or your home not being tidy enough for company. This is a thing.Slow/unstable internet connection. Turning off webcam can be the easiest way to get better quality audioDiscomfort over recording

Ask questions and ask everyone to respond in the chat. You will know if they are focused and engaged by their responses and every single person can participateAsk questions for them to answer orally. Either call on people round robin, or call out some people from the chat (also keeping in mind some people are voice shy, and some people have noisy home environments)If you can divide students into smaller groups go talk to each other and you can move between them like a butterfly, this can help some people engage/talk more and occasionally even turn their cameras onUse things like Annotation or Google docs to have folks contributeAsk students to have a profile picture up when their camera is off. This helps sometimes.You might learn to distinguish student voices as you would close friends on the phone (remember life pre-caller ID where close friends and family would expect that?) and use them as proxies for how they are feeling. You already have this skill, but are not expecting to use it.If you record, consider having an unrecorded portion. You will be surprised how much some people participate or are willing to turn cameras on in the unrecorded portion.

it seems we need to consider ways of allowing people to “be there” in alternative ways that they are comfortable with and that tell us they are really listening to us and responding in more explicit ways