integrating 4cs into instructional activities with tablets drs. candace chou and sarah noonan school...
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Integrating 4Cs into Instructional Activities with Tablets
Drs. Candace Chou and Sarah NoonanSchool of Education
University of St. Thomas, MinnesotaEDUCAUSE 2013
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C. Candace Chou, Ph.D.• Associate Professor in
Learning Technology• Research interests:
pedagogy of emerging technologies, mobile learning, learner interaction
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Sarah J. Noonan, Ed.D.• Associate Professor in
Leadership, Administration and Policy
• Research interests: leadership, peer reviews of teaching, professional development and supervision, and “engaging pedagogy” (K-12 and higher education).
• Author of several articles/books on leadership and teaching, including How Real Teachers Learn to Engage All Learners (2013).
University of St.
Thomas
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Quick Facts:• Comprehensive Liberal
Arts University• Founded in 1885• 11,000 students
(graduates & undergraduates)
• Student-faculty ratio: 15:1
College of Education, Leadership, & Counseling
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• Accredited, reputable programs• Personal attention & practical
skills• 1,500+ students• Doctorates in Leadership,
Organization Development
• http://www.stthomas.edu/celc
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Workshop Goals
• Become familiar with current research on mobile learning
• Reflect and update knowledge on the best practices
• Generate new ideas with 4Cs activities through collaboration
• Co-design mobile learning activities
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Activity 1• Share your experiences in utilizing tablets
for learning or faculty development– Discuss with a partner– Share the name of at least one useful app
and then briefly describe how/why you use it for learning: http://Todaysmeet.com/educause13
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Some Assumptions• Technology changes the way teachers and students learn. Tablets and
applications provide a portable platform for learning and allow greater access to learning resources and activities in F2F, blended, and online classes.
• Twenty-first century skills support the acquisition and application of disciplinary content to real-world problems.
• Twenty-first-century learning skills, such as the 4Cs, including communication, collaboration, and critical and creative thinking, support the development and capacity of autonomous and collaborative life-long learners in a global society.
• Integrating the 4Cs into instructional activities with tablets requires good design skills and effective selection and use of technology tools and applications to support learner-centered practice.
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The 4Cs: Critical Thinking, Communication, Collaboration, & Creativity
(Partnership for 21st century learning, n.d., ¶ 1)
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Based on more than 25 mobile learning projects and research results, Schuler’s
(2009) summarized five benefits of mobile learning. Rate the degree to which these
uses of mobile learning occur in your organization.
Respond at http://pollev.com/ipads
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What other uses of mobile learning exist in your
workplace?
Respond at http://pollev.com/ipads
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Why Tablets
• Increased collaboration, communication, creativity, and critical thinking (McConnell & McConnell, 2011)
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Why Tablets
• Better learning transfer (Gertner, 2011)
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Why Tablets
• Frequent and easier access to course materials (Shepherd & Reeves, 2011)
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Why Tablets
• Reducing digital divide and better communication between students and teachers (Vagoner, Hoover, & Ernst, 2011)
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The 4Cs and 21st Century Learning
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“Padlet” Wall
Visit http://goo.gl/ZnOjS2 for links to your groups
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Edmodo
https://www.edmodo.com/ (group code: vdu52u )
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Educreations
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VoiceThread
http://voicethread.com/share/4882363/
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Skitch
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Pic Collage
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Haiku Deck
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Recap
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Designing A 21st Century Sandwich
(adapted from Noonan, 2013)
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SEVEN DESIGN STEPS
1. Select disciplinary concepts/themes.
2. Match concepts with a global issue.
3. Locate multimedia content.
4. Add content “tiles” to Symbaloo webmix.
5. Design active learning activities, using the 4Cs and technology to upgrade (Jacobs, 2010) the curriculum.
6. Share and reflect on learning and generate ideas for social action.
7. Evaluate content learning and the 4Cs.
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3. Locate multimedia content 4. Add content “tiles” to Symbaloo webmix
http://www.symbaloo.com/mix/4c4natives
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5. Design active learning activities, using the 4Cs and technology to “upgrade” (Jacobs, 2010) the curriculum.
American Indian Museum: http://nmai.si.edu/home/ Locate and select Native American art images (use a “grab tool” and cite source of images) to illustrate how art expresses cultural beliefs and values. Identify the dominant themes found in your collection of images and use Pic Collage to share the images and themes in a poster format. Upload your Pic Collage to Edmodo and write an “annotated” description of your collage in the designated space. An annotation provides a brief summary of the content.
See more examples on pages 4-5 in the handout.
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The 4Cs Communication, as a process, communicators send and receive messages with accuracy and sensitivity to express ideas and gain understanding (Johnson & Johnson, 2013). As a product, communication involves individual or group expression of ideas, positions, proposals, or inventions, using various channels of communication and multimedia formats. Collaboration involves a commitment to work skillfully with others in groups. Collaborators create effective groups by (1) establishing goals, (2) sharing ideas and workload, (3) serving as facilitators and contributors, (4) sharing power and decision making, and (5) engaging in productive conflict (see Johnson & Johnson, 2013, pp. 24-26). Critical thinking involves (1) “hunting assumptions,” (2) “checking assumptions,” (3) “seeing things from different viewpoints,” and (4) “taking informed action” (Brookfield, 2011, pp. 11–12). “Critical thinking and reflection allow us to detect misconceptions and underlying problems as well as see new opportunities in practice” (Noonan, 2013, 177). Creative thinking tools, strategies, and models allow us to “go beyond conventional thinking and arrive at creative (novel and useful) solutions” (Creative Problem Solving, n.d., ¶ 2). Practical tools, such as SCAMPER (substitute, combine, adapt, modify, put to another use, eliminate, and reverse; Eberle, 1997) invite alternative approaches to problem solving and innovation.
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6. Share and reflect on learning and generate ideas for social action. 7. Evaluate content learning and the 4Cs.
After completing your project(s), write a critical reflection (250-500 words) in your journal regarding how the preservation of culture represents a human rights issue for indigenous people. Suggest at least three ideas for social action in your community and include your ideas in your journal space. Complete a self-assessment checklist and describe your contributions to the group project. Provide examples of you contribution (text, images, editing, etc.).
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A 21st Century Design
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EDUCAUSE Design TaskExplore the Native American history webmix and add at least one new learning resource to the webmix, using Wikibrains to locate interesting content. Add a new resource “tile” to the Symbaloo mix. Next, design a small group learning activity to explore the content, featuring the 4Cs and technology. Describe your idea in a few sentences (follow pattern on pages 5-6 in the handout), emphasizing active student learning. Share you idea in the designated space in Edmodo.
Does your learning idea emphasize at least one or more of the 4Cs, use technology for collaborative learning, and attract students to learning? Meet with colleagues in a small group to discuss your idea.
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1. Select disciplinary concepts/themes. 2. Match concepts with a global issue.3. Locate multimedia content. 4. Add content “tiles” to Symbaloo webmix.5. Design active learning activities, using the
4Cs and technology. 6. Reflect on learning and generate ideas for social action.7. Evaluate content learning and the 4Cs.
Seven Design Steps: A Quick Review
ReferencesBrookfield, S. (2011). Teaching for critical thinking: Tools and technique to help students question their
assumptions. San Francisco: Jossey-Bass.Creative Problem Solving (n.d.). Creative problem solving. Retrieved from http://creativeproblemsolving.comGertner, R. T. (2011). The effects of multimedia technology on learning. MS, Abilene Christian University.
Retrieved from http://www.acu.edu/technology/mobilelearning/documents/research/effects-of-technology-on-learning.pdfJacobs, H. (2010). Upgrading the curriculum. In H. Jacobs (Ed.), Curriculum 21: Essential education for a
changing world (pp. 18–29). Alexandria, VA: Association for Supervision and Curriculum Development.Johnson, D., & Johnson, F. (2013). Joining together: Group theory and group skills (11th ed.).Boston, MA: Allyn &
Bacon.McConnell, B., & McConnell, S. (2011, June 26-29). Mobile devices in a project- based physics classroom:
Developing NETS-S in students. Paper presented at the International Society for Technology in Education (ISTE) conference, Pennsylvania, PA. Noonan, S. J. (2013). How real teachers learn to engage all learners. Latham, MD: Rowman & Littlefield Press.Shuler, C. (2009). Pockets of potential: Using mobile technologies to promote children's learning. NY, New York:
The Joan Ganz Cooney Center at Sesame Workshop.Shepherd, I. J., & Reeves, B. (2011). iPad or iFad – The reality of a paperless classroom. Retrieved
from http://www.acu.edu/technology/mobilelearning/documents/research/ipad-or-ifad.pdfUnited Nations (n.d.). Global issues. Retrieved from http://www.un.org/en/globalissues/
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Resources
• Educause workshop resources: http://goo.gl/ZnOjS2 • Symbaloo links to apps & websites: http://www.symbaloo.com/mix/4cs• Symbaloo link on Native Americans: http://www.symbaloo.com/mix/
4c4natives • Edmodo: http://edmo.do/j/yx9z6d • Bloom’s Digital Taxonomy,
http://edorigami.wikispaces.com/file/view/Bloom%27s+quicksheets.pdf• Pedagogy Wheel,
http://edudemic.com/2013/05/new-padagogy-wheel-helps-you-integrate-technology-using-samr-model/
• Apps in Education, http://appsineducation.blogspot.com/• APPitic, http://appitic.com/ • TeachingApps, http://www.teachingappz.co.uk/