TCC 2015 Online Conference

Hawaii 2-0 : The Future is Now | March 17-19, 2015

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The Art of Learning Community: Technology and Gamification As A Recipe For Learning Umami

March 9, 2015 by tcc2015 Leave a Comment

Session Description
High-stakes testing, originally intended to motivate students, remains a heated topic. Yet, school reform efforts continue with the goal to create engaged learners that can think creatively beyond the standards. The dilemma is left for teachers to solve- how to reconcile a culture of standardized testing with learner engagement and motivation that is key to student success. When designing learning experiences that promote creativity via information and computer technology, teachers need to adopt an ecological approach that encompasses people, practices, values, and technology interacting- with the spotlight being on human activities. The Japanese word umami describes the elusive fifth taste of yumminess. Humans engage all senses to form judgments about their food, but taste is paramount. This provides an apt metaphor for instructional design. Consumers demand that their food be nourishing, presentable, and delicious- a feast for the senses. This is a worthy standard for any lesson- the goal of “learning umami.” The author proposes to create an analogous process in crafting an online learning community (http://edvislee.wix.com/rehearse-for-life).

The community consists of a mash-up of tools, apps, content, gamification, and collaboration with artists as “flavors” for engagement. Students are being encouraged to “rehearse for life.” The presentation will review the community’s features before and after modifications, discuss design implications and rationale for changes, and make recommendations for additional improvements. The results demonstrate how pedagogy, design, and evaluation can be used to tailor existing apps, tools, services, and content to create a compelling learning community to meet any instructional design challenge.

Presenter(s)
  • Edmond Lee, University of Hawai‘i Manoa, Honolulu, HI, USA
Audience
All Audiences
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Filed Under: Discussions, Online Session, Refereed Paper, Student Session

Educating Pre-Service Teachers on Effective Diagnosis and Correction of Math Errors Using Technology

March 9, 2015 by tcc2015 Leave a Comment

Session Description
A design and development project was funded to create technology-based supplemental tools in supporting pre-service teachers’ knowledge and skills pertaining to diagnosing and correcting mathematical errors of children in PK-5 classes. The study focused on answering the question, “How helpful are these technology-based tools in supporting the pre-service teachers’ ability to diagnose and correct mathematical errors?” Data was collected from online surveys completed by twenty-four pre-service teachers who reviewed nine video clips of a teacher working with a young learner in completing simple math problems. Findings of the study reported that the video clips helped the professional development of pre-service teachers. The digital materials provided also served as a reference point for reflective practice. Participants stated that the online availability of videos allowed ease of access, and created opportunities for reflection. The study showed that the integration of technology-based supplementary tools eased the learning experience of pre-service teachers due to visual and auditory features. However, this research should be extended, detailing situations of teachers working with children with special needs, as requested by the participants, for a more comprehensive study.
Presenter(s)
  • Danilo M Baylen, University of West Georgia, Carrollton, GA, USA
  • V. Michelle Michael, University of West Georgia, Carrollton, GA, USA
  • Rosalind Duplechain, University of West Georgia, Carrollton, GA, USA
Audience
All Audiences
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Filed Under: Discussions, Online Session, Refereed Paper, Session Archive

Interactions and Innovation in Educational On-line Communities

March 9, 2015 by tcc2015 1 Comment

Session Description
Participating in on-line social networks gives people the opportunity to collaborate with others regardless of geographic locale. However, social networks were initially developed with entertainment in mind, as opposed to collaboration and productivity. The research team developed a social network with collaboration and productivity in mind. After the social network (3Helix.org) was created, the researchers studied the groups, value, gender, trust, and innovations developed in the on-line community.
Presenter(s)
  • Michael-Brian Ogawa, University of Hawaii, Honolulu, HI, USA
  • Martha Crosby, University of Hawaii, Honolulu, HI, USA
Audience
Novice, Intermediate
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Filed Under: Discussions, Online Session, Refereed Paper, Session Archive

Past, Present and Future: Emerging Media’s Role in Online Learning

March 9, 2015 by tcc2015 1 Comment

Session Description
Celebrating 20 years of online learning, this session examines how the field of emerging media has strengthened online education. During an exploration of the past and present evolution of emerging technology, the session gives a salute to the TCC, Learning Times and the New Media Consortium before gazing into the future to propose how we may use mobile virtual reality in the classroom by 2020.
Presenter(s)
  • Cynthia Calongne, Colorado Technical University, Colorado Springs, CO, USA
Audience
All Audiences
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Filed Under: Discussions, Online Session, Refereed Paper, Session Archive

Regulation of learning as distributed teaching presence in the Community of Inquiry framework

March 9, 2015 by tcc2015 Leave a Comment

Session Description
The Community of Inquiry (CoI) model and framework, proposed by R. Garrison and T. Anderson, among others, is one of the most researched models of online education since the last decade. It states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence, Cognitive Presence and Teaching Presence. One distinguishing trait of the model is the way it dissociates the actor and the function. It refers Teaching Presence and not Teacher Presence. That means that the teaching function may be exerted by other participants, becoming a distributed function not exclusive of the teacher in a formal online educational setting. This distribution may be intentionally framed in the teacher´s instructional design (for example by peer moderation activities) but may also emerge naturally from the cooperative and collaborative interactions between the students as they pursue their social learning in the virtual environment.

A forth element of the model (Learning Presence) that tried to account for the occurrence of interactions expressing learners’ self- and co-regulation processes has been recently proposed but was not accepted by all CoI researchers. In these regulating behaviors we have found evidence of what might be, not a forth element of the model but another component of Teaching Presence. In their original form, the CoI framework proposed Design and Organization, Facilitation of Discourse and Direct Instruction as categories of Teaching Presence. We propose that when the participants in the learning community regulate each other’s learning processes, mainly in group work activities, they exert (distributed) Teaching Presence in a way not previously addressed by the CoI framework. In this paper we will propose Regulation of Learning as a forth category of Teaching Presence, the rationale that supports the proposal, the indicators that compose the category and results of a study where this enhanced Teaching Presence construct was used to analyze the online interactions.

Presenter(s)
  • João Paz, Palmela, Portugal
  • Alda Pereira, Palmela, Portugal
Audience
Intermediate, Advanced
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