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Online Classroom & Learning Tools

Xinyi Mao, Yifei Xie, Menglin Hao

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Introduction

Target Audience: Teachers, especially remote teachers who have used or are interested in using online learning platforms to create an interactive and engaged learning environment for adolescent learners.

Rationale: The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom. As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay.

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Table of Contents

  • Introduction
  • Zoom
  • In-class Application
  • Why Zoom?
  • Google Products
  • Google Docs, Slides and Jamboard
  • In-class Application
  • Supporting Evidence
  • Google Drive
  • In-class Application
  • Supporting Evidence

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  • Padlet
  • In-class Application
  • Supporting Evidence
  • Sutori
  • In-class Application
  • Supporting Evidence
  • Quizlet
  • In-class Application
  • Supporting Evidence
  • Summary
  • References

Google Jamboard

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Zoom

An online platform which provides video telephony and online chat services, and is used for teleconferencing, telecommuting, distance education, and social relations.

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Use chat box to chat/ask questions

Use emojis and buttons to express

Small breakout rooms for group discussions/activities

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In-class Application

  • Online classes

Can be used to provide online classes, especially during the pandemic.

  • Group activities

The breakout room allows students to participate in group activities and build more social connections.

  • Collaborative work

Students can use zoom after class to discuss group work anywhere and anytime.

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Why Zoom?

  • Convenient
  • Easy to use
  • Can be used on different devices (smart phones, tablets, computers)

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Google Products

Google Docs Editors is a web-based productivity office suite offered by Google within its Google Drive service.

The Google Docs Editors suite is available freely for users with personal Google accounts: through a web application, a set of mobile apps for Android and iOS, and a desktop application for Google's Chrome OS.

It is compatible with Microsoft Office file formats. It allows users to create and edit files online while collaborating with other users in real-time.

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  • Google Docs, Slides and Jamboard
  • Can insert pictures, diagrams, tables etc.
  • Can be shared to a specific group of people
  • Can work at the same time
  • Can be used as an anonymous platform (especially Jamboard)

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Google Jamboard

Google Jamboard is designed as an online whiteboard tool that offers the functionality to create multiple white boards in one session.

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In-class Application

  • Group work

Students can work together in the same document.

  • Brainstorming

Teacher can put some questions in the google doc and the students can type their ideas and thoughts at the same time. Everyone can see each other’s responses easily and clearly.

  • Use as thinking maps

The teacher can use the Jamboard as a thinking map or mind map to gather the thoughts and ideas from the students.

  • Gather anonymous opinions

Teacher can use Jamboard and the “sticky note” function to let students share opinions on different options. Students can also log out their google account to anonymously respond in google docs and slides.

  • Use as an easy student poll

Teacher can put different options in the Jamborad and let students to vote by using the “sticky note” function.

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Supporting Evidence

  • When the adolescent brain is actively engaged with new information, for example, questioning, discussion, problem solving and small group activities, cognitive connections are reinforced and new learning more potentially moves into long-term memory. (Crawford, 2008)
  • Thinking maps can provide a visual and tangible mechanism for adolescents to organize and analyze their thinking. (Crawford, 2008)
  • Teachers can use polling to gauge students’ opinions on a variety of topics or to glean responses to content-related questions and issues. Teachers can also use polling as a formative assessment strategy by having students report their level of understanding or agreement at any point during a class. (Armstrong, 2016)
  • Engage students in collaborative learning projects can nourish the adolescent brain by creating an association between cooperative learning and the dopamine reward centers of the brain. (Armstrong, 2016)
  • Playfulness has a significant and positive impact on intention to use; interestingness of content has a meaningful effect on perceived playfulness; and perceived ease of use has consider-able and positive influence on playfulness. (Recuero Virto, N. & Blasco López, M., 2020)

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Ways to use Jamboard to teach:

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2. Google Drive

  • Save files online (The google docs, slides and jamboards are saved here)
  • Access anywhere anytime
  • Can be shared to a specific group of people

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In-class Application

  • Online library

The teacher can create a folder and put all materials plus additional reading materials in it. Students can have an easy access to the materials.

  • Autobiography project

The teacher can create a folder to store students’ autobiographies. Students can get familiar with their classmates by doing the autobiography project. Students can access their autobiographies through the whole school year, and if any new students come, they can get to know their classmates quicker by reading their autobiographies.

  • Journal folder

The teacher can create a folder to put students’ journals for the subject. Students will be able to review and enhance their understanding of the knowledge by keeping a journal. They can also express their feelings, values and beliefs. Then the individual journals can be integrated by the folder, and become a class journal.

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Supporting Evidence

  • Have students create autobiographies can exercise skills that align with specific instructional objectives in a variety of content areas. (Armstrong, 2016)
  • Let students keep their own journals can help contributes to their explorations in identity formation. Journal writing can also be integrated into the content areas in ways that promote identity exploration. (Armstrong, 2016)
  • Peer collaboration and cooperative learning structures can give adolescents the opportunity to share and construct knowledge, problem solve, and hone social and interpersonal skills. (Crawford, 2008)
  • Reflective writing can offer a vehicle for adolescents to process, consolidate, and think metacognitively about personal learning. (Crawford, 2008)
  • Active learning, such as team projects, can provide students with positive ways for classmates to challenge each other. (Sparks, 2018)
  • Interactions raise the possibility that digitalised social contact can mitigate the potentially harmful effects of physical distancing in young people. (Orben, Tomova & Blakemore, 2020)

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Padlet

A web app that lets users post notes on a digital wall.

https://padlet.com/

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Padlet

  • Let those sticky notes have images, links and videos.
  • Invite collaborators to add content, comment, like and make make edits in real-time.

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In-class Application

As an anonymous platform

  • Brainstorming on a topic, statement, or idea

Give the board and let students share their ideas and make the comment on it, they can see what others think and it is good to further their own thinking.

  • Ask questions anonymously

Teacher can use 10 min in class and go over the questions. In this way, those shy students can have a chance to raise the question in class.

  • Classroom communication anonymously
  • Gather feedback anonymously
  • Express emotions and ideas more freely

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Supporting Evidence

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  • Constructive feedback can help adolescents direct a learning activity productively and positively manage their actions toward one another. (Crawford, 2008)
  • Students are more likely to become engaged academically when they feel emotionally supported by their teachers. Under conditions of high stress and anxiety, they have more difficulty thinking and learning because the flow of information blocked into and out of the limbic system.
  • Adolescents are more vulnerable to stress than are either children or adults. (Armstrong, 2016)
  • Adolescents need a safe and supportive learning space where they can express their ideas and what their thinking without fear of embarrassment, and feel included, accepted, and valued. (Crawford, 2008)

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Real Classroom Demo:

Use Padlet to teach ESL vocabulary

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Sutori

  • Guide the learning process

Increase student engagement with image, audio, and video ...

  • Support critical thinking and develop Communication skills

Projects, portfolios, timelines, and more

Real-time collaboration

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In-class Application

  • Timelines

Multiple users can edit the timeline at the same time.

Teachers and students can enrich timelines using text, audio, video, and almost all kinds of media.

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In-class Application

2. Class activities with discussions

Student can feel engaged and connected using forums to make conversations. It’s visual, it allows for interaction, it makes incorporating current and relevant resources simple, and it is organized.

3. Collaborative work

Students can work together in real-time on projects. All of information is settled in one place so that they can see gaps in their knowledge.

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Supporting evidence

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  • Emotional engagement is closely linked with students learning. If adolescents feel marginalized during their learning process, their negative emotions can directly interfere with learning. (Crawford, 2008)
  • Emotional experiences affect what adolescents pay attention to, their motivation, and their ability to remember.
  • Adolescent learning is socially motivated through a natural inclination to interact with peers. Socially shared interaction, or shared cognition, makes internal conversations visible so that knowledguilt upon and strengthened.
  • Intergenerational ties hold the potential to contribute to adolescent developing sense of self by meeting their high needs for connections and relationships. (Rhodes, Davis, Prescott, & Spencer, 2007).

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Quizlet

makes simple learning tools that let you study anything

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https://quizlet.com

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In-Class Application

  • Quizlet Live - competitive group work

Quizlet Live reinforces foundational knowledge in a fun, collaborative way that makes the learning experience even more memorable. Working as a team develops soft skills like communication and collaboration. The team dynamic also means that competition can be a positive experience for all students.

  • Diagrams - multimodal learning

You can create a diagram using any illustration, map, chart, or photo; label it with points and terms; and study your diagram in engaging and effective ways

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Quizlet Live

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1. Select a study set to start Quizlet Live

2. Share the game code

3. Group students to compete

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Quizlet Diagrams

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1. Upload your images

2. Add custom locations

3. Use different activities to master your diagram

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Supporting Evidence

  • Peer affiliation is an evolutionary adaptation that prepares adolescents for the social cooperation that is necessary for survival. (Armstrong, 2016)

Neuroimaging shows unique patterns of brain activation in response to events that involve social processing of peer relationships.

Students are more engaged in learning when they can interact with their peers.

  • Multiple intelligence theory requires educators to present information in different ways.

Providing students with multiple ways to access content improves learning.

Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills.

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Real Classroom Demo:

Why this teacher loves Quizlet Live for remote learning?

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Reference

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  • Rhodes, J. E., Davis, A. A., Prescott, L. R., & Spencer, R. (2007). Caring connections: Mentoring relationships in the lives of urban girls.
  • Armstrong, T. (2016). The Power of the Adolescent Brain
  • Crawford, G. (2008). Differentiation for the Adolescent Learner
  • Recuero Virto, N. & Blasco López, M. (2020). Lessons from Lockdown: Are Students Willing to Repeat the Experience of Using Interactive Smartboards?. International Journal of Emerging Technologies in Learning (iJET), 15(24), 225-231. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved from https://www.learntechlib.org/p/218560/.
  • Multiple Intelligence: What Does the Research Say? https://www.edutopia.org/multiple-intelligences-research
  • Sparks, S. (2018). The Teen Brain: How Schools Can Help Students Manage Emotions and Make Better Decisions. Retrieved from https://www.edweek.org/leadership/the-teen-brain-how-schools-can-help-students-manage-emotions-and-make-better-decisions/2018/10
  • Orben, A., Tomova, L., & Blakemore, S. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640. doi: 10.1016/s2352-4642(20)30186-3

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Thank you!

Any questions?

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