Navigating the Site
When integrated mindfully, technology can effectively boost the cognitive skills of our learners by providing greater access to course material and the retention of it. Tech tools, by nature, are constantly in flux, requiring learners and teachers to adapt to the upgrades. Some will be discontinued, some will become obsolete; however, as lifelong learners we are here to embrace the change and constantly seek what works best to ensure that all the learners are able to participate and complete our courses with success. Technology should not drive our assignments but assist with them.
This site invites faculty to see diversity, equity and inclusion in a new light: to see how the integration of tech tools including assistive technology in education can lead to a greater engagement and the inclusion of our diverse learners.
Each teaching tip comes with a tutorial video, sample grading rubrics, student samples, assignment templates, and references.
Additional materials are hyperlinked and can be accessed by clicking on the underlined words/phrases.
Seeing Diversity-Equity-Inclusion in a New Light
Diversity Equity Inclusion: ESL Learners in Undergraduate/Graduate Courses: https://edspace.american.edu/deiresources/
(7) Scaffolding and Directing Synchronous and Asynchronous Discussions
(1) Improved Comprehension and Accessibility to Course Texts
(2) Prewriting - Planning - Presenting Ideas with: Mind-Maps
(4) Synthesizing Course Texts via Sketchnoting One-Pagers
(6) Tracking Oral and Written Class Participation
(8) A New Way Presenting Research, Literature Review or Academic Discussion: Podcasting
(3) Vlogging; Metacognition and Increased Self-Efficacy via Journalling and Video Blogs
(5) Synthesizing and Presenting Ideas with Infographics
(9) Teaching Information Literacy, Source Integration and Note-Taking Skills Explicitly
Orientation Video by Dr. Krisztina Domjan - Inclusive Pedagogy Fellow
References
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524-534. https://doi-org.proxyau.wrlc.org/10.1016/j.compedu.2011.12.022
Bower, M., Hedberg, J., & Kuswara, A. (2010). A framework for Web 2.0 learning design. Educational Media International, 47(3), 177–198. https://doi-org.proxyau.wrlc.org/10.1080/09523987.2010.518811
TPACK Explained. (2012). Retrieved from https://matt-koehler.com/tpack2/tpack-explained/
Hokanson, Brad & Hooper, Simon. (2004). Integrating Technology in Classrooms: We have met the enemy and he is us.
32 Research-Based Instructional Strategies -. (2016). Retrieved from https://www.teachthought.com/learning/32-research-based-instructional-strategies/
A Powerful Model for Understanding Good Tech Integration. (2020). Retrieved from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
(1) Assistive Online Tools for Course Texts to Improve Comprehension
Ask Learners to read the assigned texts with the Mercury Reader
Makes reading a web article more accessible for students by eliminating distraction and clutters from the pages
Ask Learners to click on Speechify to listen to the text at a faster or slower pace and practice the pronunciation of keywords and phrases
Ask Learners to copy/paste assigned text to the rewordify website to simplify complex texts and build their vocabulary faster and easier.
Ask Learners to click on Announcify to listen to the text and practice the pronunciation of keywords and phrases
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Learners Follow These Steps
(1)Online Tools that Promote Accessibility to Course Texts and Improve Comprehension
References:
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
CTRL Teaching Tips: Universal Design for Learning | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/universal-design-for-learning/
CTRL Teaching Tips: Digital Devices in Face to Face Classes | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/digital-devices-in-face-to-face-classes/
CTRL Teaching Tips: Creating Inclusive Classrooms | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/creating-inclusive-classrooms/
CTRLAmerican. (Feb 21, 2020). 203: Understanding and Support Students with Learning Disabilities. [Video File] https://youtu.be/blcoGK89BJI
50 Of The Best Google Chrome Extensions For Teachers. (2015). Retrieved from https://www.teachthought.com/technology/50-of-the-best-google-chrome-extensions-for-teachers/
Education, A. (2020). Assistive Technology Part 2: Chrome Extensions and Apps for Inclusive Education - Technology Services. Retrieved from https://tech.gcs.k12.in.us/assistive-technology-part-2-chrome-extensions-and-apps-for-inclusive-education/
Accessibility | Google for Education. (2020). Retrieved from https://edu.google.com/intl/en_in/why-google/accessibility/?modal_active=none
(2) Prewriting - Planning - Presenting Ideas
Some online maps turn into Presentations Slides
(2) Prewriting - Planning - Presenting Ideas
References:
CTRLAmerican. (Apr 30, 2015). Visualizing What You Teach: Tools to Graphically Depict Data and Concepts [Video File] https://youtu.be/ygNdzPQl_6Y
The Science of Drawing and Memory. (2020). Retrieved from https://www.edutopia.org/article/science-drawing-and-memory
CTRL Teaching Tips: Universal Design for Learning | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/universal-design-for-learning/
CTRL Teaching Tips: Lectures and Beyond | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/lectures-and-beyond/
Eggermont, M., Brennan., R., & Freiheit, T. (2010). Improving a capstone design through mindmapping. Advances in Engineering Education, 2(1), 1-26. https://eric.ed.gov/?id=EJ1076101
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
A Powerful Model for Understanding Good Tech Integration. (2020). Retrieved from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
8 Strategies To Make Learning Visual In Your Classroom -. (2018). Retrieved from https://www.teachthought.com/pedagogy/8-strategies-to-make-learning-visual-in-your-classroom/
9 Characteristics Of 21st Century Learning | The Future Of Learning. (2012). Retrieved from https://www.teachthought.com/learning-models/9-characteristics-of-21st-century-learning/
(3) VLOGGING: Increased Metacognitive Skills and Self-Efficacy
Tell learners WHY the task is assigned: Learning Objectives
Tell learners HOW to do the task (steps, samples, templates)
Tell learners WHAT the assessment will look like (grading rubric)
LEARNERS RECEIVE THE ASSIGNMENT
Ask learners to watch your instructional video and...
Write about how they will complete task (their plan)
Write about the components of the tasks
Write about the assessment (grading rubric)
LEARNERS ADD A JOURNAL ENTRY to INCREASE SELF-EFFICACY
Learners will...
Follow the steps to complete the task
Follow student samples or templates as examples
Follow the grading rubric as a checklist
LEARNERS COMPLETE THE TASK
Having completed the task/assignment, learners will...
Record a video blog to reflect on the learning process
Record their plan for a possible task revision
Record feedback to several other learners
LEARNERS REFLECT ON THE TASK AND PROVIDE FEEDBACK TO OTHERS
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(3) VLOGGING: Increased Metacognitive Skills and Self-Efficacy with Video Blogs
References:
TPACK Explained. (2012). Retrieved from https://matt-koehler.com/tpack2/tpack-explained/
CTRLAmerican (June 11, 2018) Metacogition and Reflection - May 24th [Video File]. https://youtu.be/8nATvQDILHk
Culturally Responsive Teaching: 4 Misconceptions | Cult of Pedagogy. (2017). Retrieved from https://www.cultofpedagogy.com/culturally-responsive-misconceptions/
How Can Educators Tap Into Research to Increase Engagement During Remote Learning? - EdSurge News. (2020). Retrieved from https://www.edsurge.com/news/2020-05-06-how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning?
Scaffolds to Support English Language Learners in Writing and Discussion. (2020). Retrieved from https://achievethecore.org/content/upload/EL
The Role of Metacognition in Learning and Achievement | KQED. (2020). Retrieved from https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement
20 Types Of Learning Journals That Help Students Think. (2017). Retrieved from https://www.teachthought.com/literacy/20-types-of-learning-journals-that-help-students-think/
40 Ideas For Using FlipGrid In The Classroom -. (2020). Retrieved from https://www.teachthought.com/technology/ideas-ways-to-use-flipgrid-in-the-classroom/
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It?. (2018). Retrieved from https://www.chronicle.com/article/Traditional-Teaching-May/243339
6 Factors Of Academic Performance | Teaching | TeachThought. (2019). Retrieved from https://www.teachthought.com/pedagogy/factors-of-academic-performance/
(4) Synthesizing Course Texts by Sketchnoting One-Pagers
Learners use it:
Caveats:
(4) Synthesizing Course Texts by Sketchnoting One-Pagers
References:
CTRLAmerican. (Apr 30, 2015). Visualizing What You Teach: Tools to Graphically Depict Data and Concepts [Video File] https://youtu.be/ygNdzPQl_6Y
The Science of Drawing and Memory. (2020). Retrieved from https://www.edutopia.org/article/science-drawing-and-memory
A Simple Trick for Success with One-Pagers | Cult of Pedagogy. (2019). Retrieved 7 July 2020, from https://www.cultofpedagogy.com/one-pagers/
CTRL Teaching Tips: Universal Design for Learning | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/universal-design-for-learning/
CTRL Teaching Tips: Lectures and Beyond | CTRL Faculty Resources. (2020). Retrieved 7 July 2020, from https://edspace.american.edu/ctrl/portfolio-item/lectures-and-beyond/
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
A Powerful Model for Understanding Good Tech Integration. (2020). Retrieved from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
8 Strategies To Make Learning Visual In Your Classroom -. (2018). Retrieved from https://www.teachthought.com/pedagogy/8-strategies-to-make-learning-visual-in-your-classroom/
9 Characteristics Of 21st Century Learning | The Future Of Learning. (2012). Retrieved from https://www.teachthought.com/learning-models/9-characteristics-of-21st-century-learning/
(5) Synthesizing and Presenting Ideas
Why Use Infographics?
Can be Time-consuming
Must Watch Brief Tutorials on Usage
Must Consider if the Tool is Right for the Assignment
Text amount is Limited
References Must be Added, Sources Cited
Learners need to Check Usage Rights of Online Images
Best to Require a ‘References” Section or an Attached Document with the List of Refs
Requires Careful Planning to Avoid Information Overload
Communicate Content, text size/type, depth and breadth
If Graded, It Needs a Clear Rubric to Guide Learners
Visual Presentation of Complex Content or Information
Learners can offer solutions to complex problems in an organized way.
The focus is on keywords and phrases NOT sentences.
Helps Retain Information: key concepts and keywords
Because text space can be limited, learners will practise condensing information or paraphrasing texts.
Free Online Templates
Learner Collaboration Made Easy
Learners can Work Individually or in Small Groups.
Collaborate In-Person or Online
(5) Synthesizing and Presenting Ideas
References:
A Bloom's Digital Taxonomy For Evaluating Digital Tasks. (2016). Retrieved from https://www.teachthought.com/critical-thinking/ablooms-digital-taxonomy-for-evaluating-digital-tasks/
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It?. (2018). Retrieved from https://www.chronicle.com/article/Traditional-Teaching-May/243339
The Science of Drawing and Memory. (2020). Retrieved from https://www.edutopia.org/article/science-drawing-and-memory
Shieh, R. (2012). The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers’ teaching in a high school context. Computers & Education, 59(2), 206–214. https://doi.org/10.1016/j.compedu.2012.01.016
Active Learning | Center for Educational Innovation. (2020). Retrieved from https://cei.umn.edu/active-learning
How to Develop Culturally Responsive Teaching for Distance Learning | KQED. (2020). Retrieved from https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning
Culturally Responsive Teaching: 4 Misconceptions | Cult of Pedagogy. (2017). Retrieved from https://www.cultofpedagogy.com/culturally-responsive-misconceptions/
How Can Educators Tap Into Research to Increase Engagement During Remote Learning? - EdSurge News. (2020). Retrieved from https://www.edsurge.com/news/2020-05-06-how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning?
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
8 Strategies To Make Learning Visual In Your Classroom -. (2018). Retrieved from https://www.teachthought.com/pedagogy/8-strategies-to-make-learning-visual-in-your-classroom/
100 Things Students Can Create To Demonstrate What They Know. (2018). Retrieved from https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/
(6) Transparent Assessment of Participation In Class and Online
MAKE PARTICIPATION COUNT
But Provide Guidelines for It! VIEW DETAILS HERE
Because it helps to document the frequency of learner participation
Because contributions vary in depth and breadth
Because holding a card feels real!
Because it helps learning names and matching them with faces!
Because language learners may take longer to form sentences
Because it is a form of encouragement for those who are new to the education system!
Because the ‘chatty cathies’ need to relax once their cards are used for the class period.
With a shareable class document OR
With Padlet
Because there isn’t always TIME to listen to every learner
Because not every learner is eager to SAY they they think
Because some can better express themselves in writing
Because the written thoughts can be preserved and used for other tasks later on…
Because pronunciation can cause shyness...
Because with spell checker/proofreading tools writing is easier!
Effort Cards for Oral Participation
Written Form of Participation
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(6) Transparent Assessment of Participation In Class and Online
References:
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It?. (2018). Retrieved from https://www.chronicle.com/article/Traditional-Teaching-May/243339
Yakunina, E., Weigold, I., Weigold, A., Hercegovac, S., & Elsayed, N. (2013). International Students’ Personal and Multicultural Strengths: Reducing Acculturative Stress and Promoting Adjustment. Journal of Counseling & Development, 91(2), 216–223. https://doi.org/10.1002/j.1556-6676.2013.00088.x
Li, T. (2015). EFFECTIVENESS OF STUDENT-SELF-DOCUMENTED CLASSROOM PARTICIPATION SCORE IN MOTIVATING STUDENTS' CLASS DISCUSSION AND ENHANCING LEARNING. International Journal of Arts & Sciences, 8(6), 19-29. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1764688519?accountid=8285
Deslauriers, L., Mccarty, L., Miller, K., Callaghan, K., Kestin, G., & Deslauriers, L. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Frisby, B., Weber, K., & Beckner, B. (2014). Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning. Communication Quarterly, 62(3), 308–322. https://doi.org/10.1080/01463373.2014.911765
Girgin, K., & Stevens, D. (2005). Bridging in-class participation with innovative instruction: use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42(1), 93–106. https://doi.org/10.1080/14703290500049059
O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
King, E. (2018). Understanding classroom silence: How students' perceptions of power influence participation in discussion-based composition classrooms. Teaching English in the Two Year College, 45(3), 284-305. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/2057941820?accountid=8285
Scaffolding + Directing Synchronous or Asynchronous Discussions
2.MINDSET PREPARATION
Remind participants/learners of the protocol:
4. Facilitate the Discussion
3.COGNITIVE PREPARATION
1. Prepare the Assignment
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Your Teacher will...
You, the Participant will do...
Handbook to Facilitate Conversations
(7) Scaffolding and Directing Synchronous and Asynchronous Discussions
References:
https://edspace.american.edu/ctrl/portfolio-item/facilitating-class-discussions/
CTRLAMerican. (June 11, 2018). ACTIVE LEARNING: TECHNIQUES TO SPARK DISCUSSION. [Video file] https://youtu.be/ubwr4ZgVehc
Teaching Tolerance. Let’s Talk: A Guide to Facilitating Critical Conversations With Students. Montgomery: The Southern Poverty Law Center. (2019). Retrieved 3 March 2020, from https://www.tolerance.org/sites/default/files/2019-12/TT-Lets-Talk-December-2019.pdf
How to Hold a Better Class Discussion. (2019). Retrieved 3 March 2020, from https://www.chronicle.com/interactives/20190523-ClassDiscussion
Let's Talk About It!. (2019). Retrieved 3 March 2020, from https://www.tolerance.org/magazine/spring-2020/lets-talk-about-it
Institute of International Education.(2020). International students U.S. study. Retrieved 23 February 2020, from https://www.iie.org/en/Research-and-Insights/Open-Doors/Data/International-Students/Enrollment
Elise J. Dallimore, Julie H. Hertenstein & Marjorie B. Platt (04 Jun 2010). Classroom participation and discussion effectiveness: student-generated strategies. Retrieved from https://doi-org.proxyau.wrlc.org/10.1080/0363452032000135805
Davenport, M. (2020). Socratic Seminars: Building a Culture of Student-Led Discussion. [online] Edutopia. Available at: https://www.edutopia.org/blog/socratic-seminars-culture-student-led-discussion-mary-davenport [Accessed 23 Feb. 2020].
Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2015). Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text. Intervention in School and Clinic, 50(3), 142–149. https://doi.org/10.1177/1053451214542042
Fisher, D., & Frey, N. (2011). Text-based discussions. Principal Leadership, 11(8), 56-58. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/859016957?accountid=8285
Atif, Y. (2013). Conversational learning integration in technology enhanced classrooms. Computers in Human Behavior, 29(2), 416–423. https://doi.org/10.1016/j.chb.2012.07.026
Lee, Y. (2018). Fostering students' content knowledge and argumentation skills in an interactive classroom discourse with technology-enhanced active learning instruction (Order No. 10931009). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (2124201391). Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/2124201391?accountid=8285
(7) Scaffolding and Directing Synchronous and Asynchronous Discussions
References:
Hall, L. (2012). Moving Out of Silence: Helping Struggling Readers Find Their Voices in Text-Based Discussions. Reading & Writing Quarterly, 28(4), 307–332. https://doi.org/10.1080/10573569.2012.702037
Pollock, P. ., Hamann, K. & Wilson, B. (2011). Learning Through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings. Journal of Political Science Education, 7(1), 48–64. https://doi-org.proxyau.wrlc.org/10.1080/15512169.2011.539913
Kumari, B. K. (2016). The role of information literacy competence and higher order thinking skills to develop academic writing in science and engineering students. Higher Learning Research Communications, 6(4), 1-9. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1858869535?accountid=8285
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1750502911?accountid=8285
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION. TEFLIN Journal, 30(2), 171-186. doi:http://dx.doi.org.proxyau.wrlc.org/10.15639/teflinjournal.v30i2/171-186
Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 152-159. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1705666324?accountid=8285
Suk, N. (2017). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73–89. https://doi.org/10.1002/rrq.152
Winkelmes, M. (2019). Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention.
Macgregor, A., & Folinazzo, G. (2018). Best Practices in Teaching International Students in Higher Education: Issues and Strategies. TESOL Journal, 9(2), 299–329. https://doi.org/10.1002/tesj.324
Balas, A. (2000). Using Participation to Assess Students’ Knowledge. College Teaching, 48(4), 122–122. https://doi.org/10.1080/87567550009595827
van Blankenstein, F.M., Dolmans, D.H.J.M., van der Vleuten, C.P.M. et al. Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instr Sci 39, 189–204 (2011). https://doi.org/10.1007/s11251-009-9124-7
(8) PODCASTING for Presenting Research and for “Live” Literature Review
WHY DO IT:
Because learners will complete the same traditional tasks but in a different format
Because it reinforces the learning of important concepts
Because learners strengthen multiple skills (reading / writing / speaking)
Because it helps improve oral communications skills
Because it can be a learning-centered final task
Because it is a trendy form of active learning!
CAVEATS:
Well, it is labor intensive, so it needs to be planned out (2-3 weeks to produce one “episode”
Well, it needs regular feedback after each stage from faculty or TA/SI
Well, learners need to educate themselves about the basic tech needed for the production
Well, it is only an auditory representation of the material (except the transcript should be made available for the ‘listeners’)
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(8) PODCASTING for Presenting Group Research and for “Live” Literature Review
References:
CTRL American. (Feb 23, 2015). Podcast TiC Workshop September 2014. [Video File] https://youtu.be/b9RgBmVUFi4
https://edspace.american.edu/ctrl/portfolio-item/effective-group-projects/
How to Build a Better Class Discussion. (2015). Retrieved from https://www.chronicle.com/article/How-to-Build-a-Better-Class/231685
A Bloom's Digital Taxonomy For Evaluating Digital Tasks. (2016). Retrieved from https://www.teachthought.com/critical-thinking/ablooms-digital-taxonomy-for-evaluating-digital-tasks/
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It?. (2018). Retrieved from https://www.chronicle.com/article/Traditional-Teaching-May/243339
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning (Newburyport, Mass.), 18(2), 79–. https://doi.org/10.24059/olj.v18i2.435
Girgin, K., & Stevens, D. (2005). Bridging in-class participation with innovative instruction: use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42(1), 93–106. https://doi.org/10.1080/14703290500049059
Deslauriers, L., Mccarty, L., Miller, K., Callaghan, K., Kestin, G., & Deslauriers, L. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Frisby, B., Weber, K., & Beckner, B. (2014). Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning. Communication Quarterly, 62(3), 308–322. https://doi.org/10.1080/01463373.2014.911765
8 Strategies To Make Learning Visual In Your Classroom -. (2018). Retrieved from https://www.teachthought.com/pedagogy/8-strategies-to-make-learning-visual-in-your-classroom/
100 Things Students Can Create To Demonstrate What They Know. (2018). Retrieved from https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/
(9) Basic Skills Critical to Student Success
INFORMATION LITERACY SKILLS
Teach learners the habit of identifying a text (type of source).
Teach learners the habit of evaluating a text using the SOAPSTone strategy or the CRAAP test.
SOURCE INTEGRATION SKILLS
Teach learners the habit of providing evidence when discussing a point (during oral or written communication).
Teach learners the value of source integration.
Teach learners the difference between quoting, paraphrasing or summarizing information from a text.
READING SKILLS
Teach learners the habit of using tools that promote reading comprehension and accessibility of course texts.
NOTE-TAKING SKILLS
Teach learners the habit of Cornell note-taking (or mapping) to actively engage with course texts.
Why spend time on reinforcing these skills?
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(9) Requesting Note-Taking, Information Literacy, and Source Integration Skills Explicitly
References:
https://edspace.american.edu/ctrl/portfolio-item/ctrl-take-aways-reading-mindfully/
Davenport, M. (2020). Socratic Seminars: Building a Culture of Student-Led Discussion. [online] Edutopia. Available at: https://www.edutopia.org/blog/socratic-seminars-culture-student-led-discussion-mary-davenport [Accessed 23 Feb. 2020].
Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2015). Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text. Intervention in School and Clinic, 50(3), 142–149. https://doi.org/10.1177/1053451214542042
Fisher, D., & Frey, N. (2011). Text-based discussions. Principal Leadership, 11(8), 56-58. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/859016957?accountid=8285
Hall, L. (2012). Moving Out of Silence: Helping Struggling Readers Find Their Voices in Text-Based Discussions. Reading & Writing Quarterly, 28(4), 307–332. https://doi.org/10.1080/10573569.2012.702037
Kumari, B. K. (2016). The role of information literacy competence and higher order thinking skills to develop academic writing in science and engineering students. Higher Learning Research Communications, 6(4), 1-9. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1858869535?accountid=8285
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1750502911?accountid=8285
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION. TEFLIN Journal, 30(2), 171-186. doi:http://dx.doi.org.proxyau.wrlc.org/10.15639/teflinjournal.v30i2/171-186
Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 152-159. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1705666324?accountid=8285
(9) Requesting Note-Taking, Information Literacy, and Source Integration Skills Explicitly
References:
Suk, N. (2017). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73–89. https://doi.org/10.1002/rrq.152
Holland, B. (2017 August 17). Digital Note Taking Strategies That Deepen Student Thinking. Retrieved 25 February 2020, from https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking
Evaluation Information: The Cornerstone of Civic Online Reasoning. (2020). Retrieved from https://stacks.stanford.edu/file/druid:fv751y
6 Factors Of Academic Performance | Teaching | TeachThought. (2019). Retrieved from https://www.teachthought.com/pedagogy/factors-of-academic-performance/
8 Strategies To Make Learning Visual In Your Classroom -. (2018). Retrieved from https://www.teachthought.com/pedagogy/8-strategies-to-make-learning-visual-in-your-classroom/
100 Things Students Can Create To Demonstrate What They Know. (2018). Retrieved from https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/
Note-taking: A Research Roundup | Cult of Pedagogy. (2018). Retrieved from https://www.cultofpedagogy.com/note-taking/
The Fall, and Rise, of Reading. (2019). Retrieved from https://www.chronicle.com/interactives/20190419-Fall-of-Reading
The Highest Literacy Is Understanding The Value Of A Text -. (2018). Retrieved from https://www.teachthought.com/literacy/the-highest-literacy-is-understanding-the-value-of-a-text/
Additional Topics to Consider...