Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague

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Nerd Research Minute ~August 15 ~ Ed. Benefits of Twitter

Twitter is one form of  digital and computer-mediated form of peer-to-peer engagement that functions with both communicative and outreach potential. Students enrolled in higher education institutions report that Twitter “provided space and opportunities to engage in academic activities as a new pedagogical tool” (Bista, 2015, p. 1). Our Canvas LMS also has a Chat Feature that can function as a intra-course micro version of Twitter.

Additional research confirms that social media application such as Twitter and the Canvas chat feature “aids students in building relationships, fosters students’ connections with each other, and allows them to create meaning through sustained communication” (Chapman, 2015, p.1).

Further, research by Bartosik-Purgat, Filimon & Kiygi-Calli, 2017Junco, Elavsky& Heiberger, 2015, and Prestridge, 2014, indicate that there is a powerful constructivist teaming between instructors and students as they tweet and retweet course content, perspectives, and discussions on Twitter. This student- teacher and student-student engagement reinforces our enhanced Community of Inquiry framework (Hamm, Edwards, King, 2018) and student learning outcomes (Junco, Elavsky, and Heiberger, 2015Prestridge, 2014).

Here are some recommendations for using Twitter or the Canvas Chat feature in your course:

  1. Model your own use of social media features for your students
  2. Set criteria for the social media use in your  course
  3. Create and share a hashtag for your course and/or content (lectures, discussions, resource-sharing, etc…)
  4. Positively affirm your students as they follow you and as they participate with the social media components of your course
  5. Read more tips from Educause

The best pedagogy is the one that is inclusive and meets learners where they are located.

References: 

Bartosik-Purgat, M., Filimon, N., Kiygi-Calli, M. (2017), Social Media and Higher Education – An International Perspective,Economics and Sociology, Vol. 10, No 1,
pp. 181-191. DOI: 10.14254/2071-789X.2017/10-1/13.

Bista, K., 2015. Is Twitter an effective pedagogical tool in higher education? Perspectives of education graduate studentsJournal of the Scholarship of Teaching and Learning, Vol. 15, No. 2, April 2015, pp. 83 – 102. doi: 10.14434/josotl.v15i2.12825.

Chapman, A. (2015).  Tweeting in Higher Education: Best Practices, (2015). Retrieved from https://er.educause.edu/articles/2015/9/tweeting-in-higher-education-best-practices.

Junco, Reynol C.,  Elavsky, C. Michael  and Heiberger, Greg., (2013).  Putting Twitter to the Test: Assessing Outcomes for Student Collaboration, Engagement, and SuccessBritish Journal of Educational Technology, Vol. 44, No. 2 (March 2013): 273–287.

Prestridge, S. (2014). A focus on students’ use of Twitter–their interactions with each other, content and interface. Active Learning in Higher Education15(2), 101-115.

 

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Note: this post originally written by Helen Teague and published on the HSU Online Ed blog.

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Nerd Research Minute ~ Benefits of Gratitude

Gratitude: it feels good to say “thank you” and grandma would nod in approval, but is there a research benefit to backup Grandma?  In eight different studies, gratitude was shown to reduce feelings of depression (Lambert, N. M., Fincham, F. D., & Stillman, 2012). Research has also revealed that a gratitude practice lessens anxiety and may help lessen the experience of post-traumatic stress disorder (PTSD) (Vernon, Dillon & Steiner, 2009).

Gratitude is catalyzed positively when we choose to reframe what happens to us in positive terms.

It improves sleep (Wood, Lloyd & Atkins, 2009) which in turn has a positive impact on mood. And anxiety. And just about everything. It improves overall cardiac health (DuBois, et al., 2012), both indirectly through improving mood and attention to positive health behaviors like fitness and nutrition as well as directly through reduction in inflammation.

It strengthens memory (Ramirez, et al., 2014). For elderly adults, practicing gratitude was shown to improve their overall sense of well-being and quality of life. And who wouldn’t want that?

 

 

References

DuBois, C. M., Beach, S. R., Kashdan, T. B., Nyer, M. B., Park, E. R., Celano, C. M., & Huffman, J. C. (2012). Positive psychological attributes and cardiac outcomes: associations, mechanisms, and interventions. Psychosomatics53(4), 303-318. PMID: 22748749 DOI: 10.1016/j.psym.2012.04.004

Lambert, N. M., Fincham, F. D., & Stillman, T. F. (2012). Gratitude and depressive symptoms: The role of positive reframing and positive emotion. Cognition & Emotion26(4), 615-633. PMID: 21923564 DOI: 10.1080/02699931.2011.595393

Ramírez, E., Ortega, A. R., Chamorro, A., & Colmenero, J. M. (2014). A program of positive intervention in the elderly: Memories, gratitude and forgiveness. Aging & mental health18(4), 463-470. PMID: 24229346 DOI: 10.1080/13607863.2013.856858

Vernon, L. L., Dillon, J. M., & Steiner, A. R. (2009). Proactive coping, gratitude, and posttraumatic stress disorder in college women. Anxiety, Stress, & Coping22(1), 117-127. PMID: 18791902 DOI: 10.1080/10615800802203751

Wood, A. M., Joseph, S., Lloyd, J., & Atkins, S. (2009). Gratitude influences sleep through the mechanism of pre-sleep cognitions. Journal of psychosomatic research66(1), 43-48. PMID: 19073292 DOI: 10.1016/j.jpsychores.2008.09.002

 

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Nerd Research Minute – August 6 – Reducing Distance Online

Repost from Education Dive: 

Reducing ‘distance’ is key to online learner success at this link: https://www.educationdive.com/news/reducing-distance-is-key-to-online-learner-success/521166/

Responsiveness and individualized feedback addressing learners by name are just two of many practices that build a bridge that erases distances in distance learning.  Methods to close the “transactional distance,” or the space felt between a faculty member and a student in the learning process, include opportunities for in-class dialog, peer-to-peer video, text exchange, and/or exposure to campus culture.

 

Source:

Carter, J. (April, 2018). Reducing ‘distance’ is key to online learner success. Education Dive blog, retrieved from: https://www.educationdive.com/news/reducing-distance-is-key-to-online-learner-success/521166/

 

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Nerd Research Minute – July 30, 2018 – Personalizing Video

Personalizing Video: Is it necessary? Should I add my voice or relay on a robot?

Studies have indicated that the use of a conversational tone and/or including a personalized learning agent enhances learning. Also, using conversational tone and/or a personalized learning tool induces students to listen to content (Mandernach, B. 2009).

Consider the combination of evaluation and personalized video. Use your mobile phone app or laptop-resident video software to provide a quick, personalized evaluation for your students’ work. Too many students in huge classes? Consider sending a personalized message to groups of students who share a distinguishing feature (high assignment scores, by classification, etc…).

 

Source:
Mandernach, B. (2009). Effect of Instructor-Personalized Multimedia in the Online Classroom. International Review of Research in Open and Distance Learning, 10:3 (1- 19).

Found in Southard, Sheryne M. and Young, Karen (2018) “An Exploration of Online Students’ Impressions of Contextualization, Segmentation, and Incorporation of Light Board Lectures in Multimedia Instructional Content,” The Journal of Public and Professional Sociology: Vol. 10 : Iss. 1 , Article 7. Available at: https://digitalcommons.kennesaw.edu/jpps/vol10/iss1/7

 

 

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Nerd Research Minute – July 16 – Wowsa Stats on the Demand for Data

A small data collection on the enormity of the data spectrum

 

*The demand for data doubles every two years.
Source: https://qz.com/472292/data-is-expected-to-double-every-two-years-for-the-next-decade/

 

*Each minute, there are 4 million YouTube video views.
Source: https://merchdope.com/youtube-statistics/  and Nat Geo

 

*The consumption of data resulted in new words to measure it such as petabyte, which is a million gigabytes or 10 to the 15th power or 10,000,000,000,000,000

petabyte

Source: http://www.bendtechsupport.com/wp-content/uploads/2013/06/Gizmodo-Petabyte.jpg

 

*3.4 petabytes of data are consumed every 60 seconds.
Source: Nat Geo’s Drain the Oceans

 

*Let the force be with the Yottabyte which is one septillion bytes and larger than the zettabyte

 

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Nerd Research Minute – June 27 – Student Engagement

Continuing the Emphasis on Student Engagement:

“How do I engage with my students?” remains one of the top questions from faculty from K-13+.  Whether they learn online or onsite, aengaged student is more likely to internalize content and persist in their learning (Chen, Guidry, & Lambert, 2009).

In Seven Principles for Good Practice in Undergraduate Education, Chickering and Gamson (1987) detail education should promote 1. student-faculty interaction
2. cooperation among students
3. active learning
4. prompt feedback
5. time on task
6. high expectations
7. respect for diverse talents and ways of learning

 

 

Sources:
Chen, P. D., Guidry, K. R., & Lambert, A. D. (2009). Engaging online learners: A quantitative study of post-secondary student engagement in the online learning environment. In annual meeting of the American Educational Research Association, San Diego, CA. A pdf is available at Google Scholar

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

 

 

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Nerd Research Minute – May 21 – Metamemory Frameworks for Online Learning

Dr. Ed Sim is a professor extraordinaire! His online courses are saturated with student views, comments, discussion insights, and participation. Dr. Sim credits Nelson & Narens’ (1990) metamemory* framework for the extensive interactivity and effective learning activities in his online classes.  Thank you, Dr. Sim, for sharing the following learning artifact.

From Dr. Ed. Sim

Figure 1: Received from Dr. Ed Sim

 

Definition: Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one’s own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. This self-awareness of memory has important implications for how people learn and use memories.

Sources:

Nelson, T. O., Narens, L., & Bower, G. (1990). The psychology of learning and motivation. Metamemory: A theoretical framework and new findings.

Jameson, K. A., Narens, L., Goldfarb, K., & Nelson, T. O. (1990). The influence of near-threshold priming on metamemory and recall. Acta Psychologica73(1), 55-68. (pdf available from Academia)

 

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Nerd Research Minute – April 30 – Data Use in Higher Ed

A survey conducted by Unit 4, a systems management company that serves higher education institutions, reported that 81% of the 150 IT decision-makers respondents said their institutions invest in technology to support student success objectives, but only 37% use data and analytics to support student outcomes.

Link: https://www.educationdive.com/news/how-to-make-data-a-part-of-an-institutions-culture/518938/

 

 

 

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Nerd Research Minute – March 1 (ID w/Beaton’s)

A Key Research-based principle for instructional design:
Beaton’s five key design principles of student-centered learning

Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing

https://link.springer.com/article/10.1007/s10984-017-9254-9

Abstract

In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature.

Keywords

Autonomy Collaboration Engagement Learning environment Physical environment Student-centered Well-being

 

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Nerd Research Minute – February 6, 2018

Interesting information on the growth of online education:

http://www.insidehighered.com/digital-learning/article/2018/01/05/new-us-data-show-continued-growth-college-students-studying?

(the table in the middle of the post is particularly interesting)

 

 

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