10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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Weekend Ed. Quote ~ August 11

“To listen to archival silences is to attend consciously and carefully to what is not there and to be receptive to whispers that come around and through a formal archive, whispers that fill the silences with stories.” ~ Kara W. Swanson, 2022

*Footnote by Swanson~ “The metaphor of archival “silences” is a common means of acknowledging those whose experiences are not found in archives or are only recorded indirectly by others, an ongoing methodological challenge, particularly for historians of marginalized peoples.”

https://archivefutures.com/2013/07/12/welcome/

https://archivefutures.com/2013/07/12/welcome/

“The absence of these voices and insights is what is described as an ‘archival silence’ –defined as ‘the unintentional or purposeful absence or distortion of documentation of enduring value, resulting in gaps and inabilities to represent the past accurately.’” ~ Kaitlin Smith, 2021

“There is a concept in the field of archiving under which the struggles of the Indigenous peoples (IPs) fall – ‘archival silences.’ It is defined as the omission or distortion, intentional or not, of the documentation of anything that has enduring value, leading to gaps in depicting the past.'” ~ Kim Balasabas, JJ MercadoCammylle Beltran, 2022

 

 

                                                             

 

October is  American Archives Month.

                                                                                                         References

Balasabas, K; Mercado, J.J.; and Beltran, C. (2022). Indigenous communities still battle with archival silences. The LaSallian. https://thelasallian.com/2022/10/28/indigenous-communities-still-battle-with-archival-silences/

Smith, K (2021). The problem of archival silences. Facing History. https://www.facinghistory.org/ideas-week/problem-archival-silences

Swanson, K. W., (2022). Centering Black Women inventors: Passing and the patent archive. 25 Stanford Technology Law Review 305 (2022), Northeastern University School of Law Research Paper No. 419-2022, Available at SSRN: https://ssrn.com/abstract=4007539
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4007539

 

 


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Since Time Immemorial (STI) – Research from Clothier, Bruce and Larsen

Since Time Immemorial (STI) is a dynamic area of outreach and Action Research possibilities. Just two months ago,  research was published  on an Action Research initiative addressing Teachers’ Responses to Professional Development Created by Principals with the Support of Cross-District, Tribal, and University Partners (Clothier, et al., 2022). The University Partner mentioned in the study’s title is Department of Education Leadership & Inclusive Teaching, Western Washington University. The very short research report is available online – 

Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners.  https://ijahss.net/assets/files/1652386609.pdf

This study features appreciative inquiry and Action Research.  Here is a Pivotal Quote:

“There’s so much more that unites us than divides us, but we would have never known that if we hadn’t worked together,” Participant in the study, Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners (Clothier, et al., 2022).

What would you select as a pivotal quote?  

Pretty cool!

 

                                                                                         References

Clothier, B., Bruce, T., & Larsen, D. (2022). Science and the Swinomish: Teachers’ responses to Professional Development created by principals with the support of cross-district, Tribal, and University partners. International Journal of Arts, Humanities & Social Science. 3(5). https://ijahss.net/assets/files/1652386609.pdf  

The paper is written in MLA academic format. Here is the ending reference APA citation (intext citation would be (Clothier, et al., 2022).

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What would you select as a pivotal quote? 

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Nerd Research Minute: Mobile Education

USE OF DIGITAL MATERIALS IN EDUCATION
A ATA – New Communication Approaches in the Digitalized …, 2020…
Abstract Excerpt: In addition to the advantages offered by the internet, these mediums can also be
accessed, not only via a computer, but also via media devices such as mobile phones
and tablets
APA Citation
Ata, A. (2020). Use of Digital Materials in Education. New Communication Approaches in the Digitalized World, 217.

Just Text Me: A Self-Regulated Learning Intervention for College Students
WJ Imbriale – 2020
Just Text Me: A Self-Regulated Learning Intervention for College Students. Abstract.
Abstract Excerpt: This study looks at the impact of a self-regulated learning (SRL) intervention delivered
via text messaging.
APA Citation
Imbriale, William John, (2020). Michigan State University, ProQuest Dissertations Publishing, 2020. 27994352.

 


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Nerd Research Minute: Mobile Education

“One Text Once a Week”: Beginning the Story With Mobile Learning- Jo Perry – Pacific Journal of Technology Enhanced Learning, 2020
Abstract: Teaching and Learning has been changing over the past years to include mobile
spaces where study is about small bites of learning completed ‘on-the-go’while the
student is either mobile themselves or in a mobile environment.
APA Citation: Perry, J. (2020). “One Text Once a Week”: Beginning the Story With Mobile Learning. Pacific Journal of Technology Enhanced Learning2(1), 2-2. DOI: https://doi.org/10.24135/pjtel.v2i1.20

 

The Role of Mobile Social Application in Stimulating Learning Stickiness in Blended Learning- L Zhang, Z Shao, T Zhao, SA Brown, 2020. Association for Information Systems AIS Electronic Library (AISeL) PACIS 2020 Proceedings
APA Citation: Zhang, Lin; Shao, Zhen; Zhao, Tuo; and Brown, Susan A., “The Role of Mobile Social Application in
Stimulating Learning Stickiness in Blended Learning” (2020). PACIS 2020 Proceedings. 235.
Retrieved from https://aisel.aisnet.org/pacis2020/235  and  https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1234&context=pacis2020

 

 

 


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Nerd Research Minute: Video Games Before Bedtime

Does Playing Video Games Before Bedtime Affect Sleep?
Jeffrey A. Miskoff , Moiuz Chaudhri , Benjamin Miskoff

 

Abstract
Sleep serves a vital role in our ability to function on a daily basis and may be affected by various activities such as playing video games. Teenagers are one of the largest consumers of video games and if played before bedtime may lead to the release of certain neurotransmitters which may, in turn, alter sleep architecture and reduce sleep efficiency. The purpose of this study is to
measure 1) sleep efficiency 2) sleep latency 3) time spent in rapid eye movement (REM) stage with and without playing video games 30 minutes to 60 minutes before bedtime. For this study, one patient was recruited. The study was completed using a television, video game console, and a video game (Red Dead Redemption 4), Apnea Risk Evaluation System (ARES) nocturnal
polysomnogram (NPSG) unit, a bed and a blanket situated in a quiet room, a computer, printer, and a notebook for data recording. REM time and sleep latency were also measured. There were 45.6 minutes of REM with video games and 56.4 minutes of REM without video games. This was equivalent to 13.06% and 15.74% of the total sleep time, respectively. The sleep latency with
video games was shorter than without video games (11.4 and 23 minutes, respectively). Result suggests that there is no significant difference in sleep efficiency with and without video games. However, sleep latency decreased, and REM increased with video games.

 

Study Reference

Miskoff, J. A., Chaudhri, M., & Miskoff, B. (2019). Does Playing Video Games Before Bedtime Affect Sleep?. Cureus11(6). VideoGamesMiskoffChaudhriMiskoff2019

 

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Nerd Research Minute: Bedtime Use of Technology and Associated Sleep Problems in Children

Bedtime Use of Technology and Associated Sleep Problems in Children
Fuller, C., Lehman, E., Hicks, S., & Novick, M. B. (2017)

The purpose of this study (Fuller, Lehman, Hicks & Novick, 2017) was to explore bedtime electronic use and its impact on 3 health consequences—sleep quantity and quality, inattention, and body mass index. Parents of 234 children, ages 8 to 17 years, were surveyed to quantify hours of technology use (computer, video games, cell phone, and television), hours of sleep, and inattentive behaviors. Using any device at bedtime was associated with a statically significant increased use of multiple forms of technology at bedtime and use in the middle of the night, reducing sleep quantity and quality. Little association was found between technology use and inattention.

A statistically significant association was found between bedtime technology use and elevated body mass index.
Clinicians should discuss the impact of technology at bedtime to prevent harmful effects of overexposure.

“There was a significant relationship between average hours of sleep and technology use before bedtime (Figure 2). Children who watched television at bedtime were recorded to get 30 minutes less of sleep than those who did not watch television at bedtime (P = 0.025). Children who used their phone at bedtime reported approximately 1 hour less of sleep than those who did not (P < 0.001). Also, children who played video games at bedtime reported 30 minutes less sleep than those who did not, and were more likely (OR = 2.7; 95% CI = 1.30-5.75) to have trouble staying asleep. Children who used a computer at bedtime were reported to have approximately 60 minutes less sleep than those who did not (P < 0.001) and were more likely (OR = 2.1; 95% CI = 1.10-3.92) to have trouble falling asleep.”

 

The study referenced some indications toward tech use and B.M.I.

 

 

Study Reference Citation

Fuller, C., Lehman, E., Hicks, S., & Novick, M. B. (2017). Bedtime use of technology and associated sleep problems in children. Global pediatric health.Study retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5669315/
Study pdf: TechAndSleepAtBedtime2017

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Nerd Research Minute ~ August 6: Cognitive vs. Non-Cognitive Skills

This is a time when just about everything, from what we eat, to synthetic fibers for clothing, to prosthetic body parts can be grown or created in a laboratory.

In the learning laboratory that is the public or private school classroom is it also possible to grow a millionaire?

In his post, “Why Smart People are Not Necessarily Rich,” Dan Lattier discusses the distinctive difference between “Cognitive Skills” and “Non-Cognitive Skills” and their role in occupational success.

Lattier’s post features the research of a team led by James Heckman. Dr. Heckman describes the distinctive nature of personality in non-cognitive skills:

“Grades reflect not just intelligence but also what Heckman calls ‘non-cognitive skills,’ such as perseverance, good study habits and the ability to collaborate—in other words, conscientiousness. To a lesser extent, the same is true of test scores. Personality counts.” ~ Dr. James Heckman

Many of you are probably unsurprised by these findings. In today’s education system, those with a relatively modest intelligence have the ability to achieve straight-As simply through persistence. And though being “smart” certainly helps on standardized tests, students can close the gap between a low score and a high score through careful preparation and employing proven test-taking strategies.

The drive to get good grades and test scores translates well to the people-pleasing environment of the modern workplace, and to making money in that environment.

But then there’s the question of the desire behind that drive, which neither Heckman nor the Bloomberg article mentions. Discussing this will students, listening and affirming their responses, and encouraging inner drive can enhance not only the teacher-student dynamic but may very well, “grow” the next millionaire.

 

 

Reference
Borghans, L.Golsteyn, B., Heckman, J., Humphries, J. (2016). What grades and achievement tests measure

 

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Nerd Research Minute February, 2019: Research-based support for doodling as an imprint for reading comprehension

BookClockResearch-based support for doodling as an imprint for reading comprehension

Encouraging students to journal and doodle while they read is an excellent way to strengthen comprehension (Durkin, 1978; Karten, 2017; Schott, 2011).

Research support new ways of applying what students do while they read with avenues for future instructional activities.

Journaling/Doodling/Mindmapping is a wonderful modification for students with dyslexia and/or ADD/ADHD, or those students whose reading fluency is slower.

One student in one of the high school classes I taught was very sensitive to activity, movement, changes in routine, and changes in voice. Taking notes required too much channeling of energy so we came up with the idea of doodling and mindmapping his notes. His parents were astounded at the transformation in his calmer energy level and ability to retain comprehend what he read.

Also, among the older adults I work with who have survived a stroke, doodling and visual representation of their thoughts has been described by them as “nurturing” and “like a vacation.” In addition to our course reasources, much additional research points to these same effects and I have cited three of my favorites. (Durkin, 1978; Karten, 2017; Schott, 2011).

So, build in some doodling time this week or at least before Spring Break!

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References

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Available online at this link: https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1 

Karten, N. (2017). Doodle your way to improved focus and concentration. TechWell. Available online at this link:
https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1

Schott, G.D. (2011). Doodling and the default network of the brain. The Lancett. VOLUME 378, ISSUE 9797P1133-1134. DOI:https://doi.org/10.1016/S0140-6736(11)61496-7

 

 

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Nerd Research Minute October 8, 2018: Adjuncts’ Participation in Online Discussion Forum Discourse

 Show hospitality to one another without grumbling. 1 Peter 4:9

The word, “Hospitality” may be considered quaint and belonging to a “vintage” past, but it holds great meaning of invitational welcome. Although originally referring to welcoming others to our homes, might “hospitality” extend to online venues as well?

In other words, Is it possible to practice hospitality in online environments?

Growing up in California, there was always someone(s) arriving for a visit. Hospitality meant that there was someone ready to greet, something ready to eat, and something ready to do for all who came to visit. At least two out of three of those same principles are embedded throughout the GCU participation manual and applicable for online courses, especially in the following:

Ready to Greet/Something to Do:
1.) “Active engagement through weekly discussion forum contributions on 4 out of 7 days or 5 out of 7 days” (p. 8) provides both the academic and social support needed for students’ active engagement (Dolan, 2011; Hrastinski, 2009) and social connectedness (Diep, et al., 2018) in our online courses.

(2.) “Post an introduction to the Class Wall. Respond to all student introductions on the Class Wall” (p. 4) and accompanied by the Class Wall Introduction Template (p. 4-5) provides a Ready to Greet and Something for Students to Do as they long on to the course with a helpful scaffold template so students do not have to wonder how to succeed.

(3.) Although “Responsiveness” is listed in the Classroom Management section (p.5) of the Online Faculty Policy Manual, it is also an important component of online invitational hospitality and being engaged online. Responding quickly to students’ posts is a very important facilitation technique throughout a course but especially in the opening days of class.

Responsiveness is also imperative for technology issues that may arise for students. I believe in specific bread crumbs to help students log-in and participate so, in my online courses, I create a “Help Forum” with my “Course F.A.Q.’s” which are clear, concise instructions for issues that may arise or have happened in previous courses. Important information, such as my contact information, the course calendar, due dates, assessment rubrics, and assignment checklists provide necessary scaffolds that bolster students’ comfort levels and communicate hospitality.

I intently watch the course forums, my email, and students’ responses to my Introduction Forum to make sure that there is active presence and discussion. I respond to every student by name and I pick out threads of commonality or interesting items in their introduction. I asked students to also reply to each other by name and sign every post. These practices continues throughout the course. Sometimes, intensive guided practice is needed for students who are new to online courses or to the LMS. Lately, I’ve found that a quick Skype or Zoom session where I can share my screen with students is very effective.

Additional Something to Do: Participating with and involving students in building online collegiality is a catalyst for constructivist communities of practice online, (Lave and Wenger, 1998; Wellman and Gulia, 2018). Toward this goal, I create online Scavenger Hunts in Google Docs and short 30-second games in Quia or Educaplay to encourage light-hearted course and colleague participation.

The adult learners we serve are busy, over-scheduled, and often completing course assignments late at night and on the weekends. As instructors, we when follow engaging participation policies, we invite them into a safe, accessible, welcome space, and we set the stage for invitational learning. Through these behaviors, we approach the valuable goal of practicing online, invitational hospitality.

Your Turn: Do you think it is possible to create hospitable online spaces and/or online discussion forums?

If so, would you share your ideas?

 

References:

Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., & Vanwing, T. (2018). Adult learners’ social connectedness and online participation: the importance of online interaction quality. Studies in Continuing Education, 1-21.

Grand Canyon University (2013). Online Faculty Training Policy Manual: Retrieved from: https://cirt.gcu.edu/documents/frc/on_demand_workshops/mentor_recertificatoin/online_faculty_policy_manual_031513_v3_1pdf

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education52(1), 78-82.

Lave, J., & Wenger, E. (1998). Communities of practice. Retrieved June, 9(2).

Wellman, B., & Gulia, M. (2018). Net-surfers don’t ride alone: Virtual communities as communities. In Networks in the global village (pp. 331-366). Routledge eBook.

 

 

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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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