Welcome to another week in EDCI 572!

I hope everyone had the opportunity to take a break this weekend. Please remember, should you need any additional support, or just want to check-in, please send me a DM in slack or email and we can connect one on one. This includes anyone who may want some support in rethinking how to teach remotely. 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

I have started a “ Communication and Collaboration” Learning Pathway BINGO like chart for this week. You will see many communication and collaboration strategies that we already use in this course, some that we could use, and blank spaces for your ideas as well. This is the week to demonstrate how you enjoy participating and interacting in digital spaces.

This week’s course readings are:

Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Edmonton, Canada: AU Press. Retrieved from: http://www.aupress.ca/index.php/books/120258

AND

Rothwell, D. (2017). Social Media in K-12 Schools. BOLT Multi-authored Blog. [Weblog]. Retrieved from http://bolt.athabascau.ca/index.php/2017/09/01/social-media-in-k-12-schools/

Please read the one that would best support you and your learning context this week, or the one that would best support your group project. 

We will have Dr. Alec Couros, otherwise known as @courosa visiting our class on Tuesday, April 14, 2020 from 5-6 pm PDT. In the chapter, Couros and Hildebrandt (2016) identify some “typical activities of open teachers (that) may include some or all of the following: 

  • advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning; 
  • integration of free and open content and media in teaching and learning;
  • facilitation and scaffolding of student personal learning networks for collaborative and sustained learning;
  • development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;
  • modelling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and, 
  • advocacy for the participation and development of collaborative gift cultures in education and society” (p. 148-149).

We will have the opportunity to learn with Dr. Couros and ask him some questions based on our learning contexts. 

An expansion of Couros’ research, is the Open Learning Continuum (as part of open learning design). The following table describes the Open Learning Continuum process:


Roberts (2019) Open Learning Continuum

The continuum above describes how open communication and collaboration can occur in all learning environments. When learners are beginning to learn how to connect, collaborate and communicate with others, the teacher directly guides and facilitates the process. The teacher will use their own personal Personal Learning Network (PLN) to order consider and advocate for student safety and privacy as well as to ensure students get timely feedback. As the learners develop their digital literacy skills in connecting, collaborating and communicating with others, they begin to expand their own personal learning networks. The teacher always acts as a support to ensure students have the support they need.

Other than the two weekly course readings, more information about how to support K-12 Open Learning Continuums (and a clearer image) can be found HERE and for HEd can be found HERE

In addition, this is an Open Learner Readiness Rubric, that is NOT used for grades, but instead to support any learner in self-assessing where they are in terms of their “readiness” to learn and interact in open learning environments. 

Activities This Week:

  • Weekly Synchronous Webinar: Tuesday, April 14, 2020 from 5- 6 pm PDT
  • Consider the weekly readings and the Communicative & Collaborative Learning Pathways Activity to support the integration of Topic 5 into your personal learning contexts and your course project
  • Please write a weekly blog post by next Sunday, April 19, 2020
  • Please reply to the blog posts of your group members every week – and more if you can:)
  • Please consider posting to the #TieGrad Twitter chat
  • Can every group please add a note about how things are going to the “Check-in” category in Slack. 

Please do not hesitate to contact me with any questions or concerns. See you on Tuesday!

Kind regards,

Dr. Verena Roberts 🙂

Communicative and Collaborative Learning Pathways…..

Collaborative Link can be found HERE  if you are having difficulties seeing the following table.

Create a hashtag for your class – #Tiegrad 

Model the hashtag in Twitter or Instagram 

https://teachable.com/blog/how-to-use-personalized-social-promotion-hashtags-on-twitter

Use a blog to share your course learning design with others 

Share it with others through social media 

https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12093

Create an online community to build community and ensure clear communication

If you use a LMS – Figure out how to create a “Digital Cafe” with a focus on digital community 

https://slack.com/intl/en-ca/help/articles/206845317-Create-a-Slack-workspace

Create a class youtube channel 

Add your own “how to” videos to get started.

https://www.youtube.com/watch?v=ktFa5GA1oFo

http://www.uwindsor.ca/education/openpage

(Could be a great numeracy-STEM focus) 

Create an “Empathy Interview”  podcast series that asks students to interview others and how they are doing/ feeling

https://www.edtechteam.com/blog/2018/09/5-tips-for-podcasting-with-students/

Create a 6 Picture Story :

http://www.secondchanceeducation.eu/practice/telling-story-6-pictures 

Consider how many different ways your students can tell you stories:

http://cogdogblog.com/stuff/50ways/

Create and Build ePortfolios using whatever digital platform your district/ organization suggests

Encourage learners to share one learning example with each other

Consider Joining a Global Learning Adventure

http://tcge.tiged.org/encounters.html

Consider co-designing a Book Club : https://pernillesripp.com/2019/04/17/how-we-set-up-book-clubs-in-middle-school/ Create multiple ways for your students to give and receive feedback

https://www.edutopia.org/article/teaching-students-give-peer-feedback

https://en.wikipedia.org/wiki/Peer_feedback

Consider digital ways for students to make their thinking visible to you and their peers

https://arpdcresources.ca/consortia/thinking-strategies/

Contribute to citizen science projects OR Create your own!

https://docs.google.com/document/d/1S-gCINoU82I3TJZ83tG64ciDAWOh75HXdop-rzeBLzg/edit#heading=h.nxgzd67wxt60

 

Create a ThingLink

https://www.thinglink.com/

OR Encourage students to create one in google.docs with google drawings

https://www.controlaltachieve.com/2016/05/googlink-google-drawings-thinglink.html

Create Digital Citizenship Memes & Infographics and share them out

https://www.wikihow.com/Make-a-Meme

https://blog.hubspot.com/marketing/create-infographics-with-free-powerpoint-templates

Start a Digital Wonder Brainstorming Web/ google slide/ google.doc/ google image

Encourage your students to keep adding to the web

https://www.controlaltachieve.com/p/resources-google-drive.html

Organize a Zoom Kareoke, Play or Poetry reading

https://www.fastcompany.com/90478442/for-artists-the-show-must-go-on-and-zoom-is-their-venue

https://www.tomsguide.com/news/how-to-do-karaoke-on-zoom

https://www.google.com/amp/s/www.tomsguide.com/amp/news/how-to-do-karaoke-on-zoom

(Many other sites include downloading FlipGrid videos and then editing a remix) 

Add your own…
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