Group items tagged

I didn't get the chance to post a sticky note with this one yesterday, so here it is now. I highlighted this section of the text because it the part that states "critical issues of trust ...were also observed" struck me as interesting. What did they mean by critical issues of trust exactly? I can see several ways to interpret that and I wish they would have expanded on that with a little more explaination. If they did later on in the article I missed it. I think the idea of peer review of something like this is a great use of Diigo!

Peer review is definitely possible within Diigo. Students can upload their work into a group then others could mark up with highlights and notes to provide feedback. Anyone have any additional ideas on how they could use Diigo within their classroom learning environments?

First and foremost, many students don't even know what social bookmarking is. I have an assignment where I simply introduce them to the concept, give them the opportunity to create an account, and ask them to bookmark and tag 5-10 sites that are useful to them. I also talk about how they can tag articles by class so that they can easily find them later if they need to review them for other classes. I'm just figuring out uses of Diigo beyond simply bookmarking for yourself in this week's discussion. I like that you can present an article to students through Diigo and they can respond directly to the text at the very sentence they read that generated a particular thought that they then add as a sticky note. In a discussion, students read the article, then respond. Here, they can respond WHILE reading. That just creates a greater potential for learning. If I hadn't stopped to read this interaction between Jo Lynn and Bob, I might not be applying the very ideas that I'm writing about in this comment. Instead, I may have skimmed right through the text. Jo Lynn, instead, slowed my reading and caused me to pause and think more deeply about a passage.

When thinking about CoP elements within a learning environment, what social media tool would you place at the top of your list to build a CoP for your course? Why would you choose that tool and how would you integrate it into your existing pedagogy?

Definitely discussion groups or blog groups for online classes. I think it gives the online "classroom" or more personal feel and allows each of the students to get to know each other. I'm not sure about my face-to-face dev. math courses. I have a hard enough time getting some of them to do their homework and check Blackboard for their grades much less participate in addition "work" for the class outside of class meetings!

The classes I've had with the highest overall success rates had a fantastic group of students who were nearly all actively participating in lecture discussions each class meeting. These classes had this same sense of community being mentioned here.

I agree, Jo Lynn. I have had a lot of feedback from my online students about how "fun" they think my OL classes are. It's because they're engaging with each other.

With the considerations and benefits listed in the article, which social media tool would you choose for integration into one of your courses? Why would you go with that choice and how would you incorporate it into the learning environment?

I have used YouTube videos to demonstrate various math concepts in the past - for example this really neat way that one professor teaches the unit circle in trigonometry. Rather than me going through it during the 4 hour lecture (we met once per week) I used the video to break up the monotony but still get through the concept. I also use links to helpful websites which I post in Blackboard, I use MathXL and Power Points presentations and that's the end of the technology I currently use in my courses. I have wanted to incorporate more technology into the courses I teach. I just haven't been able to decide how & what to use. I've thought about using Twitter, but I don't want it to become an endless chain of inappropriate information as students Tweet personal messages that end up going to the whole class (as I've heard happen in some cases). Can you create a specific Twitter group that only receives the messages posted within the group? I would like to have a class Twitter account to send out announcements to schedule changes, homework sections assigned, reminders about tests and to allow students to ask questions between class meetings. I know I can do the same in Blackboard with the announcements (which I currently use) as well as the discussion board, but that relies on students reading their WCC e-mail & logging into Blackboard to see it. I guess my technology debate is still undecided! Any suggestions?

Jo Lynn, There are many options out there. In terms of Twitter, there isn't a group setting but you can create a specific hashtag for each class. Making it something like the ticket number, #122EDC041920 for example, can make it unique enough that most likely you won't have outsiders intruding on classroom tweets. At this time I can't guarantee that a couple of solutions will make it onto campus but I know they have been budgeted for this next year as add-ons for Blackboard. They are both mobile solutions that could really extend the reach of the Blackboard learning environment and promote more engagement. The one is simply a Blackboard solution, Mobile Learn. It is targeted at owners of smart phones and tablets. The app provides easy access to Blackboard courses so students would be able to view content and interact in discussions, blogs, and more right from their mobile device. We have had the free version of Mobile Learn on campus which restricts devices to 3G/4G access if you have a Sprint plan or iOS devices on wifi. The paid version would open this up to any carrier as well as other devices such as Android-based devices. The other, ConnectYard, works a little different. This one broadens the reach since it doesn't require an app so it reaches any mobile device with Web access. It is limited in what it communicates so it is designed to handle discussions and announcements. It is designed as an opt-in solution so each person decides which features they want to use and to some degree, how they want to use those features. This solution provides protection for the individuals. This means that you could select to have the discussions and announcements sent via text message to your phone but nobody else in Blackboard would actually see your phone number. Aside from this option of text messaging, it has opt-in settings to allow you to send the details to your Twitter account or Facebook page. Once again, these options are also private posts. They do not get place

bob, I tried to use the blackboard solution and it said it wasn't supported by WCC. I have tmobile, is that why?

Yes. Currently we have the free version. This means 3G/4G access will only work through Sprint. iPhone and iPad devices will work outside of Sprint but only in WIFI mode. I received an update today. Mobile Learn has been submitted so most likely we will have the paid solution this coming fall. Unfortunately ConnectYard doesn't appear to have made it so it is on hold.

I look forward to the mobile version being available in Blackboard!

I too have used YouTube in class and provided links to YouTube videos for students to view. What I would really like to try is a system where they can peer review their lab write-ups. I tried to use Google docs one semester but that was a failure. Most students simply did not participate (even for pints) and the editing features confused them.

I typically try to stick with the technologies provided on Blackboard. One reason is assessment. The idea of having to go online to Blogger or another blogging program to 1) set up the entire class on a blogging site, 2) locate student blog posts, 3) review/count/assess comments -- well, it's daunting. Blackboard sets the blog tool up so that assessment is more manageable. A few years ago I created an assignment where students worked in groups on wetpaint.com (wiki) to create a wiki page that highighted a movie the group watched. The assignment itself was rather simple; the goal was to teach them to collaborate, navigate the wiki, and edit each other's work (negotiating those edits can be tricky). I like the Diigo groups option because you can still maintain privacy within the classroom.

Jeannie, I agree with you and like the Diigo groups because of the ability to maintain privacy within the classroom. I must admit that I am a bit overwhelmed keeping up with all of our comments ( a small class) and wonder if I would be able to keep up with all of my students' comments. I do like the feature of being able to add articles to comment on, but since I don't currently use all of blackboards available technology, I think I may start there first.

I use MathXL to help students see additional problems worked via the "Help Me Solve This" tool that has an interactive solution guide, there are video clips and animations available, too. However, MathXL is not considered "social media"!

Not only do I think about students with physical disabilities having the ability to use certain social media tools, but also students who have a financial disability who may not have access to a computer at home, they may not own a smartphone or ipod or ipad that will allow them to be connected to the class.

Larry, Not sure why at this point but I couldn't reply directly to your post below. I would be happy to work on designing something up with you to enable your students to provide peer feedback to speeches. Twitter is definitely one way this could be accomplished fairly easy. Creating a hashtag system would probably be all that is needed. Similar to my post to Jo Lynn, you could create a hashtag that had the course (ticket number) and student (initials?) identifier such as #122COM100001BAJ or something a little simpler. This would provide a way that each student could easily see the feedback left from their fellow students. Another possible option would be the Socrative Website. This is a Web-based clicker solution that utilizes any Web enabled device. It would be fairly easy to setup. You could create a custom 'quiz' for the speeches or even do unique 'quizzes' for each type of speech. With this setup you could easily craft up the questions they respond to for the speech to probe for constructive critiques of each presentation. The questions allow for the typical true/false and multiple choice as well as short answer. I have been doing training sessions on Socrative since last fall. Until you asked your question, I hadn't thought of using Socrative in this context but it would definitely work. Sometime we can sit and discuss these options to see if we can get something worked out for you.

Mindy, I'm with you on the concerns of technology and it's availability to the students. Someone made a good point to me though: if we are trying to prepare them for the real work world then they will have to learn to use these different technologies sooner rather than later, why not have them get their feet wet while they're a student at WCC? Also, don't forget that both the Sugar Grove and Aurora campuses have nice open computer labs. Having to sit down there once or twice a week for a few minutes isn't really too much to ask of them. It's not much different than requiring them to visit a library for research on a project which is considered completely normal. As far as the education of how to use Twitter you could make a short video "How to" on Jing and post a link in Blackboard to be viewed at the start of the class.

I was surprised by the lawsuits that were mentioned involving accessibility in this article. Especially the mention of the general lawsuit concerning tech being brought against Penn State. Everyone is so caught up in praising tech on campuses and pushing for more more more while this group seems like they feel the brakes should be put on the whole idea until access is established for everyone. University libraries depend on online databases now and the webpages are the main source of information. Imagine a student not being able to use those at all.

Like Bob, I cannot respond directly to Larry and Mindy's post below, but first of all I have to say Larry that I love your"Tweedback" idea, very creative. I like the idea of using Twitter also, but agree with Mindy's concerns with student accessiblity. As JoLynn stated we have access on campuses, but it seems like many of the students have time constraints for being at the school. They need to put in clinical lab hours in addition to lecture time. I also have some required videos for them to view at the library and many of them complain that they don't have the time to do that, so to add something else to stay at campus for would be tough for some of them.