1. Implementing Web 2.0 Tools to Achieve Student Learning Outcomes Char Perlas Counseling Faculty Mission College

2. Speaker: Char Perlas PhD, MPA, MS Mission College Faculty Division Chair, Student Services Department Chair, Counseling Director, MESA

3. Learning Objectives By the end of this Webinar, participants will be able to: 1) Articulate the need for hybrid format implementation 2) Develop and/or revise a course into a hybrid format which achieves specific course student learning outcomes 3) Create hybrid course activities with the utilization of free Web 2.0 tools

4. Main Webinar Themes Hybrid Learning Student Learning Outcomes

5. What is Hybrid Learning? a) 50% face to face and 50% online b) 75% face to face and 25% online c) 90% face to face and 10% online

6. Answer: YOU ARE ALL CORRECT!

7. Defining SLO’s “What do students need to be able to do OUT THERE that we’re responsible for IN HERE?” -Ruth Stiehl, The Outcomes Primer

8. The Need for Hybrid Format Implementation Preparing students for the future needs of the workforce Addressing Accreditation requirements and Statewide Assessment Initiative Meeting the needs of the “Millennial” Student

9. The Millennial Students – Who are they? Among other things they are a generation who has and is growing up with technology, specifically the Internet

10. To learn more about our Millennial Students, view this video on YouTube: http://www.youtube.com/watch?v=dGCJ46vyR9o Millennial Students- What are they saying about education?

11. The Millennials… The first generation to grow up surrounded by digital media This is the generation growing up with cell phones, Internet, automatic teller machines, laser surgery, iPods, e-mail and text messaging They are the entire K-12 and the traditional aged students making up the college and university populations

12. Current Trends Affecting the Millennial Generation Focus on children and family Busiest children of any generation Multiculturalism is a way of life Terrorism Most protected generation in history

13. Teaching the Millennial student…How do they learn? Teaching the Millennial student requires effective strategies for teaching and learning that involve the learner in the development of these strategies Prefers to learn in a collaborative environment Involved in structured activities Learning activities need to be fun, flexible, and interesting Learning sessions that involve some sort of technology are preferred for these learners

14. What can we provide for them? Message boards, chat rooms, and e-mail Wiki Web sites Course notes and web links posted for students Direction to various internet accessible databases Lectures and presentations via pod-cast Courses should involve multimedia components Engage the students in the development of course learning objectives

15. How does one go about implementing these technological strategies into curriculum in a way that addresses Student Learning Outcomes?

16. Curriculum Revision Technique Wiggins and McTighe’s (2006) Backward Model: Stage 1: Identify Desired Results (SLO’s) Stage 2: Determine Acceptable Evidence (Assessment) Stage 3: Plan Learning Experiences (Web 2.0 activities)

17. Reflect on a Current Course What are your course: SLO’s? Technique on measuring SLO’s? Activities in achieving SLO’s?

18. Using Web 2.0 Tools to Improve Learning Outcomes Web 2.0 Video

19. Using Web 2.0 Tools “Utilization of different modes of instruction helps students process the information and better comprehend the content” (Debevec, Shih & Kashyap, 2006, p. 294).

20. Course Management vs. Web 2.0 Course Management Used in basic ways Built around credit-based course Web 2.0 Numerous innovative possibilities for enhancing student learning Students create and contribute to their learning environment

21. How to implement Web 2.0 tools into your course/program Blogging Wikis ePortfolios

22. What’s a Blog? According to Blogger.com, “a blog is a web site, where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then, they comment on it or link to it or email you, or not.” -www.blogger.com, 2007www.blogger.com

23. Blogs – a Collaborative Environment Promote deep learning Assignments are a beginning not an end Extend classroom walls Facilitate metacognition and reflection Demonstrate achievement of learning outcomes E-Portfolio – Blogs could demonstrate improvement in student learning over time

24. Research on Blogging Promotes critical and analytical thinking Emphasizes creative, intuitive and associational thinking Combines the best of solitary reflection and social interaction (Eide Neurolearning Blog, 2005)

25. Blogging – Getting Started www.blogger.com

26. Sample Blogger Assignment

27. Wikis What are wikis? According to the writingwiki.org web site: Wikis are free, online writing spaces. Wikis convey a highly collaborative view of composing and creativity.

28. Wiki Benefits wikiineducation.com outlines the benefits of implementing wikis in curriculum: Creating Simple Web Pages Project development with peer review Group authoring Track a group project

29. Wikis – Getting Started This YouTube video explains Wikis and how they work

30. Creating your Wiki www.wikispaces.com

31. ePortfolios

32. ePortfolio Benefits Allows students to: Collect Select Reflect Set goals Celebrate achievement

33. ePortfolios – Getting Started Purpose Tools Internet Access

34. ePortfolios – Getting Started Helen Barrett provides a resource to assist you in utilizing wikispaces to develop interactive electronic portfolios: 1. How should the portfolio be organized? Set up a template for students. 2. What artifacts will you include in your portfolio? Resumes, blogs, journal entries, pictures, etc… 3. What does each artifact represent? Include a brief reflection of each artifact. 4. Allow for instant feedback – Invite a new member. 5. Publish your portfolio

35. ePortfolio Results Evidence of achieved student learning outcomes Showcase of students’ creativity and accomplishments Has the capability for students to develop a “Lifetime Personal Web Space” (Cohn & Hibbitts, 2004)

36. ePortfolio Example

37. Feedback on Web 2.0 tools According to Kolowich (2011): “Professors consider YouTube the most useful tool by far” Only 2 percent (of those surveyed) uses Twitter in class Facebook is rarely used in class for homework assignments Faculty view Wikis as having greater value than Twitter or Facebook in the classroom

38. Sample YouTube Assignment YOU TUBE (10 pts): After identifying your major, research two related careers via YouTube. Select two YouTube videos that provide you with information on your selected careers and watch the videos. After watching the YouTube videos, write a one-page overview of the videos and include the information learned in the videos. Please include the url’s and titles of the YouTube videos in your paper. Submit via the Angel Drop Box Titled: “You Tube”. Due by 9:20am on March 2 nd.

39. Listing in Schedule of Classes NOTE: This section of COUNS-012 is being taught in a hybrid delivery mode and meets in class on Tuesday 8/30 & 12/6 and all Thursdays. Attendance is required for all in person class sessions. An additional 1.5 hours per week of online activities/assignments is required for successful course completion. For further information, contact Char Perlas at char.perlas@wvm.edu or (408) 855-5041.

40. Hybrid Format Implementation Manual Definition Benefits and Limitations Backward Design Model Additional hybrid activities and assessment examples Information on training students Instructor’s role Student expectations and sample rubrics

41. Sample Activity with Associated Rubric

42. Sample Rubric

43. Activities Read What Web 2.0 Can Teach Us About Learning by Edward Maloney Is implementation of Web 2.0 tools into your curriculum and/or program feasible? Why or why not. What do you feel are the largest barriers to implementing Web 2.0 tools? Develop one possible solution to each barrier you identified.

44. Feasibility

45. Examples of Key Challenges Student Population Instructor Knowledge Available Resources

46. Key Challenges (cont) Outdated Curriculum Ethical Considerations Lack of Feedback

47. Key Challenges (cont) Alienation Resistance to Change Lack of Diversity Workload (time)

48. Recommendations Student Population - Integrate Wiggins and McTighe’s (2005) 6 Facets of Understandings with Henderson and Gornik’s (2007) concept of 3S understanding. Instructor Knowledge - Develop a collaborative professional learning community. Available Resources - Utilize Wiggins and McTighe’s (2005) backward design as a foundation for curriculum development.

49. Recommendations (cont) Outdated Curriculum - Utilize Wiggins and McTighe’s (2005) backward design as a foundation for curriculum development. Ethical Considerations - Implement Henderson and Hawthorne’s (2000) ethical code on the journey of understanding. Lack of Feedback - Develop a collaborative professional learning community.

50. Recommendations (cont) Alienation – Utilize technology to share best practices, ask questions, and provide feedback. Resistance to Change – Embrace the new student learning paradigm. Lack of Diversity - Develop a stakeholder learning community inclusive of individuals’ representative of the underrepresented population being served. Workload (time) – Allocate department/division meeting time and professional development hours towards curriculum development.

51. Solutions to Challenges

52. Activities Develop Web 2.0 Activities for your course/program! Develop 3 Web 2.0 activities for your students Identify the learning outcomes students should achieve after completion of the Web 2.0 activity Create a timeline for Web 2.0 implementation

54. Final Outcomes “We are now in the process of connecting all of the worlds knowledge pools together” - Tom Friedman

55. Thank You for Attending! In order to assess the effectiveness of this workshop, please take a minute to complete the “Muddiest” point handout and email completed handout to char.perlas@wvm.educhar.perlas@wvm.edu For more information on this workshop including PPT presentation and handouts, visit: http://salsa.missioncollege.org/perlas/ Scroll to Presentations and click on: Implementing Web 2.0 Tools (PPT) link Implementing Web 2.0 Tools Handouts link

56. References Barrett, H. C. (2006). Authentic assessment with electronic portfolios using common software and web 2.0 tools. Retrieved November 18, 2007, from Electronic Portfolios Web site: http://electronicportfolios.org/web20.html http://electronicportfolios.org/web20.html Breivik, P. (2005, March). 21st Century Learning and Information Literacy. Change, 37(2), 20-27. Retrieved November 15, 2007, from Academic Search Premier database. Cohn, E. R., & Hibbitts, B. J. (2004). Beyond the electronic portfolio: A lifetime personal web space. Educause Quarterly, 27, Retrieved November 18, 2007, from http://www.educause.edu/apps/eq/eqm04/eqm0441.asp?print=yes. http://www.educause.edu/apps/eq/eqm04/eqm0441.asp?print=yes Cornish, E. (2004). Futuring: The exploration of the future. Bethesda, Maryland: World Future Society. Debevec, K., Shih, M., & Kashyap, V. (2006) Learning Strategies and Performance In a Technology Integrated Classroom. Journal of Research on Technology in Education, 38(3), 293 – 308. Retrieved November 3, 2007 from ProQuest database. DiBiase, D. (2007). ePortfolio. Retrieved November 18, 2007, from Penn State University Web site: http://eportfolio.psu.edu/about/e-PortfolioRationale.pdf http://eportfolio.psu.edu/about/e-PortfolioRationale.pdf Friedman, T. (2006). The world is flat. New York: Farrar, Straus and Giroux. Kolowich, S. (2011). Top profs, youtube tops twitter. Inside Higher Ed, Retrieved from http://www.insidehighered.com/news/2011/04/12/survey_examines_youtube_facebook_twitter_and_other_ social_media_use_by_college_professors

57. References Maloney, E. (2007, January 5). What web 2.0 teaches us about learning. The Chronicle of Higher Education, 53, Retrieved December 3, 2007, from http://chronicle.com/weekly/v53/i18/18b02601.htm Moxley, J. (2006, August 8). For teachers new to wikis. Retrieved November 18, 2007, from Writing Wiki Web site: http://writingwiki.org/default.aspx/WritingWiki/For%20Teachers%20New%20to%20Wikis.html Pearce, J. (2007, August). Using wiki in education. Retrieved November 18, 2007, from The Science of Spectroscopy Web site: http://www.scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_education http://www.scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_education Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon, 9(5), 1-5. Rheingold, H. (2004). M-learning 4 generation txt? Retrieved November15 from http;//www.thefeaturesarchives.com Smelser, L (2002). Making connections in our classrooms: online and off. ERIC, Retrieved June 28, 2007 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/01/fe.pdf. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/01/fe.pdf Stiehl, R. and Lewchuk L. (2007). Outcomes Primer. Blaine, WA: The Learning Organization.