Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking

Dr. Ilker Yengin

Dr. Sebastian Feller

Dr. Bojan Lazarevic

Using Web 2.0 Teaching Tools for Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them Motivating Students and Engaging Them

in Creative Thinkingin Creative Thinking

Mount Saint Mary College, Division of Mathematics and Information Technology, NY, USA

A*STAR, Institute of High Performance Computing , (SSA\Educational Technology), Singapore

A*STAR, Institute of High Performance Computing, (SSA\Linguistics), Singapore

Building Knowledge

Together

Conceptual Changes

Social Construction

Individual’s perspective

Online Tools

Negotiating Knowledge Brainstorming

Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread

Conceptual Changes

Social Construction


Online Tools


Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread

Building Knowledge

Together

Building Knowledge

TogetherWeb 2.0Web 2.0

Traditional Media = Static Web

Conceptual Changes

Social Construction


Building Knowledge


Main Characteristics

Conceptual Changes

Social Construction


• Web 2.0 websites allow users to do more than just retrieve information from the website

• Everyone is able to add to and edit the information on the Web

• Active participation !!!

Building Knowledge


Main Characteristics

Conceptual Changes

Social Construction


• Rich user experience • User participations • Dynamic content

• Metadata• Web standards • Scalability

Building Knowledge


Ideas

Conceptual Changes

Social Construction


• Individual production & User generated content• Harnessing the power of the crowd • Architecture of participation• Network effect• Openness

Building Knowledge

Together

Conceptual Changes

Social Construction


Online Tools


Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread

Negotiating Knowledge

BrainstormingBubble Us

Cognitive MappingCognitive Mapping

The Unified Learning Model and General Rules of Learning(Shell et al., 2009).

Rule 1. New Learning Requires Attention: “Teaching and instruction are about getting learners to attend things”

Rule 2. Learning Requires Repetition: “Teaching needs to include retrieving and for skills, practice”

Rule 3. Learning Is About Connections: “Effective teaching and instruction are about insuring that learners are attending proper connections”

Rule 4. Some Learning is Effortless; Some Requires Effort: “Since school is about deliberately learning specific information and skills, learning in school will be difficult (needs effort)”.

Rule 5. Learning is Learning: “At the level of neuron, human learning is human learning, the only difference comes from previous experiences. What we already know impacts what we can learn next or more easily”




The Unified Learning Model and General Rules of Learning(Shell et al., 2009).

Rule 1. New Learning Requires Attention: “Teaching and instruction are about getting learners to attend things”

Rule 2. Learning Requires Repetition: “Teaching needs to include retrieving and for skills, practice”

Rule 3. Learning Is About Connections: “Effective teaching and instruction are about insuring that learners are attending proper connections”

Rule 4. Some Learning is Effortless; Some Requires Effort: “Since school is about deliberately learning specific information and skills, learning in school will be difficult (needs effort)”.

Rule 5. Learning is Learning: “At the level of neuron, human learning is human learning, the only difference comes from previous experiences. What we already know impacts what we can learn next or more easily”




Where to Use Cognitive Maps

1. Managing messy or complex data for understanding and easy access (C Eden & Ackermann, 1998; Colin Eden, 2004; Colin Eden & Ackermann, 2004).

2. Showing someone’s conceptualization of a domain (Colin Eden, 1992).

3. Helping to make sense of the world (Kelly, 1992).

4. Communicating one’s own concepts and their relation (Johnson & Johnson, 2002).

5. Visualizing argumentations during brainstorming (Shum, Li, Domingue, & Motta, 2003).




Brainstorming & Creativity

Brainstorming : A creativity technique to find a conclusion for a specific problem ,

usually to generate ideas by exploring many different solutions (Coffer et.al., 2003).




Brainstorming & Creativity

Sebastian: A dog has a tail

A Dog ‘s Basic Visual Appearance

A CONCEPT

Sebastian: A dog has two legs

Ilker: A dog has a head

Ilker: A dog has a body

to A DESIGN




Pedagogic Problems




Solution : A Visual Coding with Cognitive Maps

Challenge Ask for justification or weaken a claim or attack. Support Provide support to previous entries.

Agree Accept. Inform Give information or answer a question.

Propose Generate a proposal, idea or present a solution. Question Seek information.

Sebastian: A dog has a tail

A Dog ‘s Basic Visual Appearance

Sebastian: A dog has two legs

Ilker: A dog has a head

Ilker: A dog has a body

Ilker: All Living Creatures have body in the end !

Sebastian: Yes you are right, they have

Ilker: They may have a tail different than a snake tail

Sebastian: What kind of a difference ?

Sebastian: I don’t think so, there are 3 legs dogs also

• A Dog ‘s Basic Visual Appearance • Ilker: A dog has a body • Sebastian: A dog has two legs • Ilker: A dog has a head • Sebastian: A dog has a tail

• Ilker: All Living Creatures have body in the end ! • Sebastian: Yes you are right, they have

• Ilker: They may have a tail different than a snake tail • Sebastian: What kind of a difference ?

• Sebastian: I don’t think so, there are 3 legs dogs also Challenge Ask for justification or weaken a claim or attack. Support Provide support to previous entries.

Agree Accept. Inform Give information or answer a question.

Propose Generate a proposal, idea or present a solution. Question Seek information.




Using a Web 2.0 Tool for a Visual Coding with Cognitive Maps

Building Knowledge

Together

Conceptual Changes

Social Construction


Online Tools


Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread


Socratic MethodVoice Thread

The Socratic MethodThe Socratic Method

• Guided knowledge building

• Active participation of student

• Problem solving in collaboration




Adjustments for modern learning

• Relaxing strict logical corset

• Asking deep explanation questions

– More contribution time for student

– Active problem solving by student

• Probing deep reasoning in student




VoiceThread

• Interactive online platform for dialog among teachers and students– Audio– Text– Pictures– Videos

• Dialog can be carried on both online as well as offline– Contributions can be posted any time – Incubation in problem solving




Self-Determination Theory

– Autonomy: make your own contributions– Competence: intuitive usability – Relatedness: build knowledge in collaboration

– (Deci & Ryan, 2000)




Using Socratic Method for Motivation with Voice Thread.

Building Knowledge

Together

Conceptual Changes

Social Construction


Online Tools


Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread


Writing PaperType With Me

Writing Paper Writing Paper

TypeWithMe PrimaryPadTypeWithMe PrimaryPad

• TypeWithMe has been upgraded to PrimaryPard

TypeWithMe: http://typewith.me/

• However it still has the same and even better features

PrimaryPad: http://primarypad.com/

Conceptual Changes

Social Construction


Online Tools


Socratic Method

Writing on Paper

Bubble Us

Type With Me

Voice Thread

Building Knowledge

Together

Documents

Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking