Implementing Web 2.0 Tools to Achieve Student

Learning Outcomes

Char PerlasCounseling Faculty

Mission College

Speaker: Char Perlas PhD, MPA, MS

Mission College Faculty Division Chair, Student

Services Department Chair,

Counseling Director, MESA

Learning Objectives

By the end of this Webinar, participants will be able to:1)Articulate the need for hybrid format implementation 2)Develop and/or revise a course into a hybrid format which achieves specific course student learning outcomes3)Create hybrid course activities with the utilization of free Web 2.0 tools

Main Webinar Themes

Hybrid Learning

Student Learning Outcomes

What is Hybrid Learning?

a) 50% face to face and 50% online

b) 75% face to face and 25% online

c) 90% face to face and 10% online

Answer:

YOU ARE ALL CORRECT!

Defining SLO’s

“What do students need to be able to do OUT THERE that we’re responsible for IN HERE?”

-Ruth Stiehl, The Outcomes Primer

The Need for Hybrid Format Implementation

Preparing students for the future needs of the workforce

Addressing Accreditation requirements and Statewide Assessment Initiative

Meeting the needs of the “Millennial” Student

The Millennial Students –

Who are they?

Among other things they are a generation who Among other things they are a generation who has and is growing up with technology, has and is growing up with technology,

specifically the Internetspecifically the Internet

To learn more To learn more about our about our Millennial Millennial

Students, view this Students, view this video on YouTube:video on YouTube:http://www.youtube.com/watch?v=dGCJ46vyR9o

Millennial Students- What are they saying about

education?

The Millennials…

• The first generation to grow up surrounded by digital media

• This is the generation growing up with cell phones, Internet, automatic teller machines, laser surgery, iPods, e-mail and text messaging

• They are the entire K-12 and the traditional aged students making up the college and university populations

Current Trends Affecting the Millennial Generation

• Focus on children and family

• Busiest children of any generation

• Multiculturalism is a way of life

• Terrorism

• Most protected generation in history

Teaching the Millennial student…How do they

learn? • Teaching the Millennial student requires

effective strategies for teaching and learning that involve the learner in the development of these strategies

• Prefers to learn in a collaborative environment

• Involved in structured activities • Learning activities need to be fun, flexible,

and interesting • Learning sessions that involve some sort of

technology are preferred for these learners

What can we provide for them?

• Message boards, chat rooms, and e-mail

• Wiki Web sites

• Course notes and web links posted for students

• Direction to various internet accessible databases

• Lectures and presentations via pod-cast

• Courses should involve multimedia components

• Engage the students in the development of course learning objectives

How does one go about implementing these technological strategies into curriculum in a way that addresses

Student Learning Outcomes?

Curriculum Revision Technique

Wiggins and McTighe’s (2006) Backward Model:

Stage 1: Identify Desired Results (SLO’s)

Stage 2: Determine Acceptable Evidence (Assessment)

Stage 3: Plan Learning Experiences (Web 2.0 activities)

Reflect on a Current Course

What are your course:

SLO’s?

Technique on measuring SLO’s?

Activities in achieving SLO’s?

Using Web 2.0 Tools to Improve Learning Outcomes

Web 2.0 VideoWeb 2.0 Video

Using Web 2.0 Tools

“Utilization of different modes of instruction helps students

process the information and better comprehend the content”

(Debevec, Shih & Kashyap, 2006, p. 294).

Course Management vs. Web 2.0

Course Management Used in basic ways Built around credit-based courseWeb 2.0 Numerous innovative possibilities for

enhancing student learning Students create and contribute to their

learning environment

How to implement Web 2.0 tools into your course/program

Blogging

Wikis

ePortfolios

What’s a Blog?

According to Blogger.com, “a blog is a web site,

where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then, they

comment on it or link to it or email you, or not.”

-www.blogger.com, 2007

Blogs – a Collaborative Environment

• Promote deep learning

• Assignments are a beginning not an end

• Extend classroom walls

• Facilitate metacognition and reflection

• Demonstrate achievement of learning outcomes

• E-Portfolio – Blogs could demonstrate improvement in student learning over time

Research on Blogging

•Promotes critical and analytical thinking

•Emphasizes creative, intuitive and associational thinking

•Combines the best of solitary reflection and social interaction

(Eide Neurolearning Blog, 2005)

Blogging – Getting Started

www.blogger.com

Sample Blogger Assignment

March 7th Online Class 1) Counseling 12 Blog! (10 pts) Go to www.blogger.com and create a blog account. In your Blog, post your ‘First Day Experience’ paper as well as overviews of two careers of interest. Embed one of the YouTube videos found in the YouTube assignment and also feel free to upload a self-portrait or a portrait that is symbolic of who you are. Post your blog url in the Angel Discussion Board titled: Student Blogs Due by 9:20am on March 9th

Wikis

What are wikis?According to the writingwiki.org web

site:

Wikis are free, online writing spaces.

Wikis convey a highly collaborative view of composing and creativity.

Wiki Benefits

wikiineducation.com outlines the benefits of implementing wikis in curriculum:

Creating Simple Web Pages

Project development with peer review

Group authoring

Track a group project

Wikis – Getting Started

This YouTube videoexplains Wikis and

how they work

Creating your Wiki

www.wikispaces.com

ePortfolios

ePortfolio Benefits

Allows students to:

Collect Select Reflect Set goals Celebrate achievement

ePortfolios – Getting Started

Purpose

Tools

Internet Access

ePortfolios – Getting Started

Helen Barrett provides a resource to assist you in utilizing

wikispaces to develop interactive electronic portfolios:

1. How should the portfolio be organized? Set up a template for students.

2. What artifacts will you include in your portfolio? Resumes, blogs, journal entries, pictures, etc…

3. What does each artifact represent? Include a brief reflection of each artifact.

4. Allow for instant feedback – Invite a new member.5. Publish your portfolio

ePortfolio Results

Evidence of achieved student learning outcomes

Showcase of students’ creativity and accomplishments

Has the capability for students to develop a “Lifetime Personal Web Space” (Cohn & Hibbitts, 2004)

ePortfolio Example

Feedback on Web 2.0 tools

According to Kolowich (2011):“Professors consider YouTube the most useful tool by far”Only 2 percent (of those surveyed) uses Twitter in classFacebook is rarely used in class for homework assignmentsFaculty view Wikis as having greater value than Twitter or Facebook in the classroom

Sample YouTube Assignment

YOU TUBE (10 pts): After identifying your major, research two related careers via YouTube. Select two YouTube videos that provide you with information on your selected careers and watch the videos. After watching the YouTube videos, write a one-page overview of the videos and include the information learned in the videos. Please include the url’s and titles of the YouTube videos in your paper. Submit via the Angel Drop Box Titled: “You Tube”. Due by 9:20am on March 2nd.

Listing in Schedule of Classes

NOTE: This section of COUNS-012 is being taught in a hybrid delivery mode and meets in class on Tuesday 8/30 & 12/6 and all Thursdays. Attendance is required for all in person class sessions. An additional 1.5 hours per week of online activities/assignments is required for successful course completion. For further information, contact Char Perlas at char.perlas@wvm.edu or (408) 855-5041.

Hybrid Format Implementation

Manual

Definition Benefits and Limitations Backward Design Model Additional hybrid activities and

assessment examples Information on training students Instructor’s role Student expectations and sample rubrics

Sample Activity with Associated Rubric

Online Class Session: Informational Interview

After watching an interview on www.roadtripnation.com, develop a paper on the interview results. Make sure to give a short overview of the interview which highlights the main points and what you learned from the interview as well as how you will utilize what you have learned towards your present and future goals. The paper should be at least 3 paragraphs in length. After completing the paper, copy and paste into the Online Class: July 12th – Road Trip Nation discussion board. Please read two different student postings and comment on each. Comments should be minimally 5 sentences in length. *Please refer to the ‘Informational Interview - Road Trip Nation’ and ‘Discussion Responses’ grading rubrics. Posting is Due June 19th at 12:25pm. Responses are Due June 23rd at 9am. (33 points)

Sample RubricCATEGORY 3 Distinguished 2 Proficient 1 Basic 0 Non-Performance

Identifies important information

Student lists all the main points from the road trip nation interview.

Student lists most of the main points from the road trip nation interview.

Student lists few of the main points from the road trip nation interview.

The student does not obtain the important information from the road trip nation interview.

Knowledge Gained Student provides a detailed overview of the interview and accurately relates the interview to the material being studied in class.

Student provides an overview of the interview and can relate the interview to the material being studied in class.

Student provides an overview of the interview but does not relate it to the material being studies in class.

Student does not provide an overview of the interview.

Present and Future Goals

The student was able to apply at least 3 main points of the interview towards present and future goals.

The student was able to apply 2 main points of the interview towards present and future goals.

The student was able to apply 1 main point of the interview towards present and future goals.

The student did NOT apply any main points of the interview towards present or future goals.

Report Writing The report is well organized and contains accurate quotations and facts taken from the interview.

The report is well organized and contains accurate facts taken from the interview.

The report is well organized but does not contain accurate quotations or facts taken from the interview.

The report is not well organized and is lacking facts and quotations from the interview.

Grammar, Punctuation, & Spelling

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Activities

Read What Web 2.0 Can Teach Us About Learning by

Edward Maloney Is implementation of Web 2.0 tools into

your curriculum and/or program feasible? Why or why not.

What do you feel are the largest barriers to implementing Web 2.0 tools? Develop one possible solution to each barrier you identified.

FeasibilityWeb 2.0 Feasibility

Is implementation of Web 2.0 tools into your curriculum and/or program feasible? Why or why not.

Examples of Key Challenges

Student Population

Instructor Knowledge

Available Resources

Key Challenges (cont)

Outdated Curriculum

Ethical Considerations

Lack of Feedback

Key Challenges (cont)

Alienation

Resistance to Change

Lack of Diversity

Workload (time)

Recommendations

Student Population - Integrate Wiggins and McTighe’s (2005) 6 Facets of Understandings with Henderson and Gornik’s (2007) concept of 3S understanding.

Instructor Knowledge - Develop a collaborative professional learning community.

Available Resources - Utilize Wiggins and McTighe’s (2005) backward design as a foundation for curriculum development.

Recommendations (cont)

Outdated Curriculum - Utilize Wiggins and McTighe’s (2005) backward design as a foundation for curriculum development.

Ethical Considerations - Implement Henderson and Hawthorne’s (2000) ethical code on the journey of understanding.

Lack of Feedback - Develop a collaborative professional learning community.

Recommendations (cont)

Alienation – Utilize technology to share best practices, ask questions, and provide feedback.

Resistance to Change – Embrace the new student learning paradigm.

Lack of Diversity - Develop a stakeholder learning community inclusive of individuals’ representative of the underrepresented population being served.

Workload (time) – Allocate department/division meeting time and professional development hours towards curriculum development.

Solutions to Challenges

Web 2.0 Solutions

Barrier Solution

Activities

Develop Web 2.0 Activities for your course/program!

Develop 3 Web 2.0 activities for your students

Identify the learning outcomes students should achieve after completion of the Web 2.0 activity

Create a timeline for Web 2.0 implementation

Student Learning Outcomes Worksheet

Program/Course Name and Number: ________________________

Activity

Web 2.0 Assignments, Tasks, Projects and their Rationale

Outcome Knowledge Skill/Ability or Attitude

that a Student Can Demonstrate upon Completion of a Student Support

Services Unit/Course

Final Outcomes

“We are now in the process of

connecting all of the worlds knowledge pools together”

- Tom Friedman

Thank You for Attending!

In order to assess the effectiveness of this workshop, please take a minute to complete the “Muddiest” point handout and email completed handout to

char.perlas@wvm.edu

For more information on this workshop including PPT presentation and handouts, visit:

http://salsa.missioncollege.org/perlas/

Scroll to Presentations and click on: Implementing Web 2.0 Tools (PPT) link

Implementing Web 2.0 Tools Handouts link

ReferencesBarrett, H. C. (2006). Authentic assessment with electronic portfolios using common

software and web 2.0 tools. Retrieved November 18, 2007, from Electronic Portfolios Web site: http://electronicportfolios.org/web20.html

Breivik, P. (2005, March). 21st Century Learning and Information Literacy. Change, 37(2), 20-27. Retrieved November 15, 2007, from Academic Search Premier database.

Cohn, E. R., & Hibbitts, B. J. (2004). Beyond the electronic portfolio: A lifetime personal web space. Educause Quarterly, 27, Retrieved November 18, 2007, from http://www.educause.edu/apps/eq/eqm04/eqm0441.asp?print=yes.

Cornish, E. (2004). Futuring: The exploration of the future. Bethesda, Maryland: World Future Society.

Debevec, K., Shih, M., & Kashyap, V. (2006) Learning Strategies and Performance In a Technology Integrated Classroom. Journal of Research on Technology in Education, 38(3), 293 – 308. Retrieved November 3, 2007 from ProQuest database.

DiBiase, D. (2007). ePortfolio. Retrieved November 18, 2007, from Penn State University Web site: http://eportfolio.psu.edu/about/e-PortfolioRationale.pdf

Friedman, T. (2006). The world is flat. New York: Farrar, Straus and Giroux.

Kolowich, S. (2011). Top profs, youtube tops twitter. Inside Higher Ed, Retrieved from http://www.insidehighered.com/news/2011/04/12/survey_examines_youtube_facebook_twitter_and_other_social_media_use_by_college_professors

ReferencesMaloney, E. (2007, January 5). What web 2.0 teaches us about learning. The Chronicle of

Higher Education, 53, Retrieved December 3, 2007, from http://chronicle.com/weekly/v53/i18/18b02601.htm

Moxley, J. (2006, August 8). For teachers new to wikis. Retrieved November 18, 2007, from Writing Wiki Web site: http://writingwiki.org/default.aspx/WritingWiki/For%20Teachers%20New%20to%20Wikis.html

Pearce, J. (2007, August). Using wiki in education. Retrieved November 18, 2007, from The Science of Spectroscopy Web site: http://www.scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_education

Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon, 9(5), 1-5.

Rheingold, H. (2004). M-learning 4 generation txt? Retrieved November15 from http;//www.thefeaturesarchives.com

Smelser, L (2002). Making connections in our classrooms: online and off. ERIC, Retrieved June 28, 2007 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/01/fe.pdf.

Stiehl, R. and Lewchuk L. (2007). Outcomes Primer. Blaine, WA: The Learning Organization.