View
724
Download
0
Category
Tags:
Preview:
DESCRIPTION
2012 SITE conference presentation
Citation preview
Reconsidering Instructional Design with Web 2.0
TechnologiesYanyan Sun, Ohio UniversityJamie Smith, Ohio University
Kun Li, Ohio UniversityFei Gao, Bowling Green State University
Ke Zhang, Wayne State University
IntroductionPart I• Threaded Forum VS Web Annotation: Which Is Better for Online
Discussion? - Yanyan Sun• Facilitating Enhanced Self, Peer and Instructor-Centered
Performance Assessment with VoiceThread- Jamie Smith
• Questions?Part II• Increasing Classroom Interactivity with Synchronous Chatting –
Kun Li• Twitting for Learning: A Critical Analysis of Research
– Fei Gao• Discussion – Ke Zhang
Participants & Context
• Ten graduate students who enrolled in a doctoral course
• Age 25-55
• Self-Identified Technology Proficiency: Six intermediate users & Four experts
Threaded Forum VS Web Annotation:
Which Is Better for Online Discussion?
Yanyan SunDepartment of Educational Studies
Ohio University
Annotation
Add information to materials
A learning technique
For later review
Building New
Knowledge
Web Annotation
Digital Highlighting Sticky Notes
Information in the Cloud
Sharing information with others
Annotation in Web 2.0 Age
Collaborative web annotation has positive effects on students’ learning achievements in
• Different learning scenarios(Hwang, Wang, & Sharples, 2007; Su, Yang, Hwang, & Zhang,2010)
• Different subject areas(Lin & Tscai, 2011; Yeh & Lo, 2009)
The Values of Web Annotation in Classrooms
The Potential of Web Annotation to Support Online Discussion
Comment on other’s
annotation posts
Link the comments to
specific locations on the
web
The ABILITIES TO
Support Discussions Online
Web Annotation
Threaded-Discussion
Forum?
Online Discussion Environment
Compared to threaded discussion forum, what are the affordances and constrains of using web annotation as an online discussion tool?
Compared to threaded discussion forum, what are the special features of postings in a web annotation online discussion environment?
Research Questions
Diigo
Diigo Tutorial
Three Discussion Questions
Diigo Sticky Notes
Discussion Forum
Survey&
Posts Analysis Free Choice
Research Design
1. Please locate at least one element in USA.gov that you think best presents the value of American culture and explain your reasons.
2. Please locate at least one element in Gov.cn that you think best presents the value of Chinese culture and explain your reasons.
3. Reflecting on the materials, the discussion on Q1 & 2 and your own experience, please list three major cultural differences between China and the U.S. and explain them.
Discussion questions
Measures
(1)General comment: comment not closely related to the specific information on the websites, but related to the topics in general;
(2) Page comment: comment closely related to a specific page on the websites ;
(3) Specific section comment: comment closely related to a specific section on a specific page of the websites.
Measurements: Focus
Adapted from Pena-Shaff and the colleagues’ (2001) coding scheme
Measurements: Knowledge Construction
Results: The choice of environment
“If I find something useful and interesting on the webpage, I will use sticky notes. Discussion forum is a good place to reflect and summarize, while sticky notes are good for exploration.”
“I use sticky notes to locate the places in question 1 while posting my discussions in discussion forum, because discussion forum has longer spaces that I can write long.”
Results: The choice of environment
“I like stick notes. But I think I would rather use the discussion forum because it is simple, visible and easy to do. People can see where to reply to it. The sticky note is hidden and sometimes we don't know how to reply to it.”
Results: The choice of environment
“I don't know that I'll be able to speak for every situation, but I made the above decisions because I wanted to try each option.”
Results: Functions of two environments
Means (and Standard Deviations) of Student Ratings on the Two Environments (n=10)
Results: Engagements
Results: The number and the length of the posts.
Results: Focus of the posts.
Conclusions
Discussion forum were reported easier for participants to exchange ideas and to revise their understanding of the topic than sticky notes.
Participants reported that they had more fun and were more actively engaged in web annotation environment.
While web annotation had advantages in locating specific information on the websites and linking the websites to discussion; the discussion forum was more suitable for posting summarized discussion.
Facilitating Enhanced Self, Peer and Instructor-Centered
Performance Assessment with VoiceThread
Jamie SmithDepartment of Educational Studies
Ohio University
Performance Assessment
Performance assessment, as defined by Ainsworth and Viegut:
“activity that requires students to construct a response, create a product, or
perform a demonstration”
(as cited in Oberg, 2009, p. 6)
Self Peer Instructor
Self-reflection, peer evaluation, and feedback can • empower learners • increase motivation (Watson & Robbins, 2008)
Peer assessment • reinforces learning • provides a deeper level of understanding to learners (Ertmer et al., 2007 )
VoiceThread
Drawing
VideoAudio
Text
vt
Research Question
What are the demonstrated and perceived affordances and constraints of VoiceThread for performance assessment?
• Specific features• Usage• Usefulness for learning
• General Affordances & Constraints – 6 aspects• Usefulness• Ease of Use• Motivation• Engagement• Social Presence• Level of Reflection
Research Design
• Musical Conducting Lesson (face-to-face)• Basic patterns, dynamic changes• Performance recorded, posted to VoiceThread• Intro to the application
• Peer & Instructor Critiques, Self Reflection• Asynchronous, online
• Self-reported perceptions• Survey• Blog posts• Interviews
Findings Specific Features
Text co
mmenting
Audio commenting
Video commenting
Doodling
Video playbac
k0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%
100.00%
NeutralSomewhat EffectiveHighly Effective
[No feature rated Somewhat or Highly Ineffective]
Findings Affordances
Mean Std. Dev.Assess my own performance 4.63 .52Assess the performance of others 4.63 .52Learn from peer feedback 4.5 1.41Learn from instructor feedback 5 0Learn from peer observation 4.38 1.06
VoiceThread allows me to effectively… (5-point Likert scale)
Interaction
“It makes sharing easy. I am able to see everybody's performance and comments, which lead to a high level of social presence.”
Social Presence can enhance online interactionsSignificant indicator of• Student retention (Boston, Díaz, Gibson, Ice,
Richardson, & Swan, 2010; Liu, Gomez, & Cherng-Jyh, 2009)
• Learning (Ke, 2010; Liu, Gomez, & Cherng-Jyh, 2009)
• Student satisfaction (Akyol & Garrison, 2008; Hostetter & Busch, 2006; Ke, 2010; Lin, Lin, & Laffey, 2008)
Cognition
“By looking at the critique people left me on VT, I can see my problem that I would never notice.”
“Using VoiceThread let me watch myself and peers outside of the action, so I didn't have to think about what I was doing and try to reflect at the same time. It was so much easier for me to see what I was doing on VoiceThread and separating the action from reflection helped me understand peer and instructor feedback better.”
Video can facilitate performance assessment• Increase accuracy (Rapee & Hayman, 1996 )
• Provide third person perspective• Reduce cognitive load
Findings Constraints
• Access• Internet• Web cams• Microphones
• Privacy & Data Security
• Comfort Level with Use of Video
Discussion
PerceivedUsefulness
Actual Use
Discussion
Text commenting Video commenting0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
NeutralSomewhat EffectiveHighly EffectiveUsage
100% Effective38% Usage
62.5% Effective88% Usage
Conclusions & Implications
• Text • 62.5% cited convenience for rationale for use (“quick &
easy”)
• Video • Aversion to seeing one’s self on video• Re-recording time• Access issues
Perceived Cost vs. Benefit of Features – Implications of Social Exchange Theory for tool selection.
Conclusions & Implications
• VoiceThread lends itself well to the facilitation and enhancement of self, peer, and instructor-centered performance assessment• Social presence• Third person perspective • Visual markup• Ease of Use & Usefulness
• Access & privacy considerations
• Scaffolding or modeling of critique process is recommended
• Further studies are necessary across multiple contexts
Increasing Classroom Interactivitywith Synchronous Chatting
Kun LiDepartment of Educational Studies
Ohio University
• Classroom interaction is often prevented by lecturing (Liu, Wang, Liang, Chan, & Yang, 2002).
• Physical gestures as cues of classroom interaction—not guaranteed (Jaffee, 2002).
Classroom Interactivity
• Using Information Communication Technology (ICT) to enhance classroom interactivity (Scornavacca, Huff, & Marshall, 2009; Draper & Brown, 2004; Market et al., 2006).
Using ICT to Enhance Interactivity
Gabbly
Gabbly
Private Chat Room
Embed intoWebpages
Chat room is a small window, no need to switch windows
Online application, no need to download programs
Embed Gabbly into Webpages
• Research Question1.Whether synchronous chat tools could
enhance classroom interactivity.
2.What are participants’ perceptions of using synchronous chatting in class?
Research Design
• Instrument Chat history An online survey using five point Likert
Scale questions and open-ended questions to measure participants’ self-reported perception of using Gabbly.
Research Design
Time Messages Participants Message contents
Before instruction
12 7 Greetings like “greetings”, “hi”
During and after instruction
69 10 Thoughts like “Yoga can save me from being a hunchback”.Questions like “Can you take a Tai Chi course at the university?”.Answers like “You can take Tai Chi in Ping”.Replies like “Me, too, ** (name)”.Evaluations like “Cool site”.Moods like “Hahahha” “”
Results—Chat History
• Eight participants reported they engaged in the class to some extent.
• Nine participants reported they interacted with the whole class to some extent.
• Eight participants reported Gabbly was fun to use.
• All participants reported Gabbly was easy to use.
Results—Survey
• Open-ended questions showed four themes
1. Distraction (Mentioned by Four)
Results—Survey
I think it was a little distracting because I kept looking at it to see if anyone wrote something when I should have been listening to Karen.
They were fun but very distracting. I'm glad I wasn't assessed on my learning via a formal quiz...I would not have performed well because I was playing with the technology instead of learning with it.
• Open-ended questions showed four themes:
2. Relaxing Environment (Mentioned by Eight)
Results—Survey
[..]chatting on gabbly was a lot of funnnn! Can't stop laughing. It was a little distractive but at least keep me live, not drowsy! [...] anyways, we had a lot of fun today!!!
I was excited to learn through this method. This tool created edutainment.
• Open-ended questions showed four themes:
3. Interactive Platform (Mentioned by Three)
Results—Survey
I think it was a great way to ask you questions and you were able to read them at your convinced.
[...]but it was also a good place to ask questions, particularly if we didn't want to interrupt the class or talk out loud to answer. Also, anyone could answer the questions, so it wasn't limited to asking only the teacher.
• Open-ended questions showed four themes:
4. Promote or Prohibit Learning (Mentioned by Four)
Results—Survey
Gabbly both facilitates yet inhibits learning. It's nice to be able to ask a question at any given time, but there was a lot of nonsense talking going on.
I think it may be able to promote learning in some situations, but it was difficult to use with so many people at once. It seemed we accomplished the task and then we just started goofing off.
• Easy to use.
• Fun to use, a positive effect on social relationships (Weisz et al., 2007)
• May prohibit learning due to the distracting effects.
• Some class activities designed for the tool.
Discussion
Twitting for LearningA Critical Analysis of Research
Fei Gao & Ke Zhang
Microblogging in Education
Microblogging in Education
Inclusion Criteria
Analysis of the Studies
Results
Educational Practices
Educational Practices
Educational Practices
Benefits and Challenges
Nature of Research
Nature of Research
Nature of Research
Future Research
Discussion
Recommended