Dr. Jose Bowen’s Presentation at WilmU

Interested in learning about technology and how it can improve learning in and outside the classroom?

Here is an engaging hour plus presentation by Dr. Jose Bowen  at Wilmington University.

Teaching Naked: How moving technology out of the classroom improves learning Part 1 of 2 – Jose Bowen

Click to watch

Retrieved from https://wilmu.mediaspace.kaltura.com/media/Teaching+NakedA+How+moving+technology

+out+of+the+classroom+improves+learning+Part+1+of+2/1_ltcluos0

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WhatsApp for Learning

thWhatsApp is a social chat messenger application.It can be downloaded on most phones, and other devices. It can be used on Wi-Fi or on your phone data to connect. There  other features like free phone calls, group chats, broadcasting messages, sending files, video sharing as well as photo sharing too.

2017-01-24

WhatsApp isn’t only for social networking it can also be used for learning – by sharing files, broadcasting messages, asking questions, or having discussion, creating groups and more.

User Guide: Getting Started

Before you download and install WhatsApp, make sure WhatsApp supports your phone type. Please check this here.

To download WhatsApp, visit this link on your phone. Once installed, ensure that the friends who you wish to message have WhatsApp installed on their phones. If they do not show up under the Favorites screen (Contacts tab on Android), carefully add their numbers to your phone contacts:

  1. Enter the number the same as you would if you were to make a phone call to that person. Double check to make sure you entered the number correctly.
  2. If this is an international phone number, do not use any exit codes or leading 0s. Start all international phone numbers with a + sign, followed by the country code. For specific examples and instructions, see this article.
  3. Open WhatsApp and refresh your Favorites list (Contacts tab on Android).

Retrieved from https://www.whatsapp.com/faq/en/general/21073018

Tips

  • Only add people you want to talk
  • When creating a group make sure everyone in the group is ok with their phone number being shared
  • Only have it connected to your Wi-Fi for data and not your phone data
  • Keep groups organized
  • Change to show or not show date stamp when you were online last, setting default is everyone can see when you were online last.
  • Leave groups you chose not to talk in anymore.

Would you use WhatsApp for learning and how?

Leave your comments below.

References

/en/general/21073018. (2016). Retrieved from https://www.whatsapp.com: https://www.whatsapp.com/faq/en/general/21073018

Toscany Academy. (2016). how-to-whatsapp-chat-messenger-for-education-and-learning-purposes. Retrieved from http://toscanyacademy.com: http://toscanyacademy.com/blog/thesis-project-topics-and-materials/edutech/how-to-whatsapp-chat-messenger-for-education-and-learning-purposes

 

LinkedIn for Learning

thooy3miorEven though LinkedIn is a social media website where adults use it to connect with each other for business or professional purposes, it can also be used for learning. It is easy to use, by joining and creating a profile, then you can start networking with other professionals. It is mostly used for businesses to connect to customers, or to source out a new hire. I use my LinkedIn to post my resume, outlining my experiences, and to network. I also use LinkedIn to learn new sales concepts from either the articles posted by experts.

To use LinkedIn for learning, the learner can ask experts for feedback or ask the experts questions. They can also research posted articles or posted presentations. It can also be used for group projects by creating a group and connecting with other group members. The educator can use LinkedIn for getting ideas, connecting with other educators, asking experts for advice and sharing presentations with the learner. LinkedIn can also be used to create a community of learners or educators, see example attached.

The most recent new launch on LinkedIn is for learning. LinkedIn Learning has over 20 plus categories to choose from, and hours of professional presentations.

Here is a link to the new LinkedIn Learning

2017-01-22

2017-01-22-1

Signing Up to Join LinkedIn

To join LinkedIn and create your profile:

  1. Go to the LinkedIn sign up page. Type your first name, last name, email address and a password you’ll use.Note: You must use your true name when creating a profile. Company names and pseudonyms are not allowed, as we explain in our User Agreement.
  2. Click Join LinkedIn.
  3. Complete any additional steps as prompted.Signing Up to Join LinkedIn
    To join LinkedIn and create your profile:
    Go to the LinkedIn sign up page. Type your first name, last name, email address and a password you’ll use.
    Note: You must use your true name when creating a profile. Company names and pseudonyms are not allowed, as we explain in our User Agreement.
    Click Join LinkedIn.
    Complete any additional steps as prompted.                                                                 Retrieved from https://www.linkedin.com/help/linkedin/answer/2964?lang=en

Tips

  • Complete and update all your professional profile as often as you can.
  • Keep it professional
  • Network and connect with other professionals
  • Connect and add your peers, colleagues and other professional advisors
  • Post and like related presentations
  • Follow, related or organizations of interest.
  • Try to write and post a professional article on your area of focus
  • Utilize the learning application to learn new skills

Leave your comments below.

References

Retrieved from https://www.linkedin.com/

Retrieved from https://wiki.itap.purdue.edu/display/INSITE/Linkedin

answer/2964?lang=en. (2015, April 14). Retrieved from http://www.linkedin.com: https://www.linkedin.com/help/linkedin/answer/2964?lang=en

3240 Reflections

Teaching Naked- How Moving Technology Out of your College Classroom Will Improve Student Learning – Chapter 1-3.

 13838107 Retrieved from http://www.goodreads.com/book/show/13838107-teaching-naked

Objective

“YES: New Tools Let Students Learn More, and More Deeply” By Lisa Nielsen (Bowen, does-technology-belong-in-classroom-instruction, 2015)

 “While higher education is under pressure for change as a result of new technologies, equal pressure comes from increasing expectations from parents, students, and public officials, all of whom are interested in the value and quality of education: where do students learn the most? (Bowen J. A., 2012 , p. 14)

Technology is being utilized for learning, and educational technology resources are increasing to accommodate the learner. Is the learner, learning more by using technology? Is there value using technology tools for educational purposes?

 Reflective

I agree with Lisa Nielsen’s statement “YES: New Tools Let Students Learn More, and More Deeply”. My thought process was, why do I agree with this statement? When in the traditional classroom environment, I have learned not to be distracted by technology. Even so that, it is imbedded in my head as a natural reaction, that in the learning environment not to use my phone, social media, other audio resources, videos, computers or even a calculator (back in the earlier years high school maths). We were taught not to use technology in the class, however I am talking about the 1980’s and 1990’s. It is now 2017, and people have changed to accept technology to be used for learning. I realize now how much technology I am using to learn, and the various tools I am using, such as Facebook, LinkedIn and just recently a blog to increase my typing speed. Technology is an increasing trend in education, and it has been for twenty plus years – “One way of another, new technology is drastically changing market conditions and the nature of our product.” (Bowen J. A., 2012 , p. 24). Learning in the 1980’s era, it was a learning curve for me to accept social media for learning. However, it is acceptable now for the learner and educator, both to be using social media. If I am using my social media I am spending more time learning, and therefore I must be learning more, right? Using technology for educational purposes closes the gap between the outside trending world of technology and the educational traditional views learning.   

Interpretive

pic-1

Retrieved from  http://www.wsj.com/articles/does-technology-belong-in-classroom-instruction-1431100454 (Bowen, does-technology-belong-in-classroom-instruction, 2015)

Shown on the article published on the Wall Street Journal website; a high percentage of the students are using technology either in the classroom or for completing their assignments, and only 28% of the teachers surveyed said that technology was a major issue, (Bowen, 2015). Further, the article outlines how students use technology for learning; research, assignments, submitting assignments, share work, discussions, edit or revise work, feedback, collaborative work and for peer review. These technology tools listed are used for learning activities. “Edgar Dale’s Cone of Experience” – Often referred to as the “Cone of Learning,” it purports to inform viewers of how much people remember based on how they encounter information, (wikipedia.org/wiki/Edgar_Dale). This supports that using technology for learning provides better learning outcomes.

pic-2

Retrieved from https://en.wikipedia.org/wiki/Edgar_Dale

Decisional

            As an educator, for my learners to learn more by using technology, I need to know who my learner is first, “Relevance and credible analogies are critical for good teaching; being unable to understand a fundamental premise of your students’ lives will make it harder for you to teach and relate to them.” (Bowen, Teaching Nake, 2012 , p. 30). If my learner uses technology, then I would need to use different teachings methods that includes technology tools into the learning process to adapt to the learners needs. In general, the use of technology is trending, it would be one of my preferred methods used for planning, evaluating, communicating, facilitating, delivery, feedback and building an engaging environment. If I chose not to use methods that adapt with the learners needs, the learner could disengage from the learning process, as well as feeling connected with me as an educator-  (Center for Mental Health in Schools., 2008). These types of outcomes have a negative impact on the learners learning outcome. To give an example how I could use a learning technology tools; for an online customer service course, I would create a community on Facebook for learners to discuss their thoughts on different customer service experiences, in an open non-judgemental environment they can discuss and share their experiences. By using these strategies, I am setting creating an environment for the learner to engaged therefore the learner learns more.

 References

Bowen, J. A. (2012 ). Teaching Nake. San Francisco: Jossey-Bass.

Bowen, J. A. (2015, May 10). does-technology-belong-in-classroom-instruction. Retrieved from http://www.wsj.com: http://www.wsj.com/articles/does-technology-belong-in-classroom-instruction-1431100454

Center for Mental Health in Schools. (2008). Engaging and Re-engaging Students in Learning at School. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/: http://smhp.psych.ucla.edu/pdfdocs/engagingandre-engagingstudents.pdf

wikipedia.org/wiki/Edgar_Dale. (n.d.). Retrieved from https://en.wikipedia.org: https://en.wikipedia.org/wiki/Edgar_Dale

 

 

 

 

Visible Learning

Visible Learning

Visible Learning is a term introduced by John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. Hattie undertook the largest ever meta-analysis of quantitative measures of the effect of different factors on educational outcomes. His book, Visible Learning, is the result of this study.

Wikipedia, John Hattie. Retrieved from: http://en.wikipedia.org/wiki/John_Hattie

According to Hattie’s findings Visible Learning occurs when teachers see learning through the eyes of students and help them become their own teachers. Hattie found that the ten most effective influences relating to student achievement are:

  1. Student self-reporting grades
  2.  Formative evaluation
  3. Teacher clarity
  4. Reciprocal teaching
  5. Feedback
  6. Teacher-student relationships
  7. Meta-cognitive strategies
  8. Self-verbalisation/ questioning
  9. Teacher professional development
  10. Problem-solving teaching

One of the largest effects we have on the learner is in Formative Assessment;

  • What is the goal?                                                         Feed-up
  • Where is the learner in relation to the goal?                 Feed-back
  • What can the learner do to close the gap?                   Feed-forward

And the largest effect the learner has on their learning is to ask themselves the same questions, through Self-Assessment.

“The big idea is – know thy impact! Expert teachers are not wedded to specific teaching strategies – rather, they regularly focus on evaluating the effects they have on students, and adjust teaching methods accordingly.” – John Hattie

reflect

By having empathy and understanding how my learner is learning will help me improve myself as an educator. By using assessment tools, and then utilizing the information found as feedback will be a resource to make improvements. By implementing Hatti’s 10 most effective influences relating to student achievement list, I can increase engagement, motivation and improve the learners level of learning and thinking.

http://visible-learning.org/2013/02/tes-research-reveals-teachings-holy-grail/

http://en.wikipedia.org/wiki/John_Hattie

Motivation

Motivation

According to Barkley (2010) motivation is “the feeling of interest or enthusiasm that makes somebody want to do something”.

Maslow’s Hierarchy of Needs tells us that an individual will not be motivated to strive for higher level goals such as education, until lower level needs have been met (Maslow, 1970)

maslow

Maslow’s Hierarchy of Needs

The following nine strategies can move the student from a reluctant learner to an engaged learner that is intrinsically motivated:

  1. Encourage students to draw on past experiences and facilitate a dialogue of discussion with regular active participation.
  2. Encourage students to share their own learning expectations and goals related to the course content
  3. Provide announcements and emails with information about the resources available for struggling students (i.e., mentorships, coaching, or counseling services).
  4. Provide real life applications through simulations, case studies, and role playing activities.
  5. Provide visual aids or even field trips that enhance the students learning and application of learning outcomes.
  6. Invite guest speakers that are experts in the field. Experts can pique students’ interests and highlight relevance of the learning concepts being taught.
  7. Talk with students about how the class assignments are relevant to future careers.
  8. Teach students to reflect and take control over their own learning by using weekly reflections (anonymously, if you like) to solicit feedback about their own performance and where they need to improve.
  9. Empower students by teaching them where to find materials and how to use resources in an online college platform that will help them in areas where improvement is needed.

See more at: http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation/#sthash.39ESDpn2.dpuf

reflect

As an educator by applying the nine strategies for a reluctant learner will help motivate the learners. By creating  a positive respectful environment where I get to know the learner will help with motivating the learner. Finding out why the learner is learning will help the educator understand the motives of be a learner. Also, discovering what the learners passion  will help educators understand more about the learner therefore strategize instructional methods to motivate the learner. Using various exciting instructional methods will keep the learner motivated too.

http://sourcesofinsight.com/13-negative-motivation-patterns/

http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation/#sthash.39ESDpn2.dpuf

http://tedxtalks.ted.com/search/?search=scott+gellar

Classroom Management

Classroom Management

Information from PIDP 3250 Classroom Management Forum

As Tyler Offer wrote on the forum Classroom Management is how an instructor guides the pace, flow and dynamics of the learning environment.

Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior.  Specifically,  teachers should do the following:

  • develop caring, supportive relationships with and among students;
  • organize and implement instruction in ways that optimize students’ access to learning;
  • use group management methods that encourage student engagement with academic tasks;
  • promote the development of student social skills and self-regulation; and
  • use appropriate interventions to assist students who have behavior problems.

Evertson, C.M. and Weinstein, C.S. (2006). Handbook of Classroom Management:Research, Practice and Contemporary Issues. Lawrence Erlbaum Associates.

Top 10 classroom rules

  1. Student engagement strategies keep students on task.
  2. Use classroom procedures to create consistency.
  3. Always check for understanding.
  4. Create a safe classroom environment using respect.
  5. Use classroom consequences to correct wrong student behavior.
  6. Use the tone of your voice and body language to communicate information.
  7. Academically challenge every student.
  8. Know how to easily get your students’ attention.
  9. Use a classroom seating chart.
  10. Increase participation by using collaborative learning and group projects.

from http://www.lessonplansinc.com/classroom_management_strategies.php

Classroom Management Theorists and Theories/William Glasser

http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/William_Glasser

Choice Theory® is the basis for all programs taught by the Institute. It states that all we do is behave, that almost all behavior is chosen, and that we are driven by our genes to satisfy five basic needs: survival, love and belonging, power, freedom and fun. In practice, the most important need is love and belonging, as closeness and connectedness with the people we care about is a requisite for satisfying all of the needs.

Choice Theory

Relationships and Our Habit

Seven Caring Habits Seven Deadly habits
Supporting
Encouraging
Listening
Accepting
Trusting
Respecting
Negotiating differences
Criticizing
Blaming
Complaining
Nagging
Threatening
Punishing
Bribing or rewarding to control

Lesson Movement by Jacob Kounin‘s theorist, is essential for a teacher to have an effective connection between management and teaching. Lesson Movement is achieved through a teacher doing five things well:

  1. with-it-ness – knowing what’s going on in your classroom at all times – or students think you do!
  2. overlapping – essentially multi-tasking by the teacher
  3. momentum -the flow of the lesson and ability of the teacher to keep it going when there are distractions and disruptions
  4. smoothness -keeping on track and not getting diverted
  5. group focus – getting the whole class focused and interested in a question or activity is essential for a teacher to have an effective connection between management and teaching. Lesson Movement is achieved through a teacher doing five things well:
  6. with-it-ness – knowing what’s going on in your classroom at all times – or students think you do!
  7. overlapping – essentially multi-tasking by the teacher
  8. momentum -the flow of the lesson and ability of the teacher to keep it going when there are distractions and disruptions
  9. smoothness -keeping on track and not getting diverted
  10. group focus – getting the whole class focused and interested in a question or activity

reflect

As an educator I would set ground rules, and communicate these rules at the beginning for the course. I then would expect the students to be responsible and mature throughout the course. I would apply the  7 caring habits by Glasser, and apply emotional intelligence in my classroom management skills. By applying all of the mentioned strategies, I would hope to be a good role model for the students. If any disruptive behaviour occurs I would immediately deal with it, and or with the individual causing the disruptive behaviour to maintain the behaviour in the classroom.


Ten Effective Classroom Management techniques Every Faculty should know

Methods for Conflict Management

Emotional Intelligence:

Emotional intelligence and teacher effectiveness: An analysis.
Essays best practices: Preventing and managing challenging classroom situations. Currents in teaching and learning

Setting Personal Boundaries

Mycorrhizal networks and learning. Iterating toward openness.
Classroom Management Strategies: Top 10 Rules, Organization Plans

Classroom Management

Active Listening