The #INeLearn hashtag is used for both asynchronous sharing and synchronous conversations. Include #INeLearn in your tweets if you want to share resources or questions with Indiana educators and school leaders. Asynchronously, the #INeLearn hashtag provides educators across the state of Indiana a central space for sharing. On Thursday evenings beginning at 8 CST/9 EST when you use the #INeLearn hashtag, you are joining a live conversation--the #INeLearn Twitter Chat. For one hour, we interact in real time having a virtual discussion.
Welcome to tonight’s #INeLearn chat. I’m Michele, the moderator this evening. Our chat will be about facilitating student-to-student interaction in our online courses and within digital content.
Before we get started officially, let’s do some introductions. I haven’t chatted with you all since the new year, so as you introduce yourself, share a resolution or intention you’ve set for yourself in 2019. #INeLearn
Once again, I’m Michele. I’m the Director of Virtual and Blended Learning in Wayne Township. I’ve set personal, professional, and running resolutions. Went on a run this afternoon working toward some PR goals I’ve set for 2019. :) #INeLearn
Sean Winningham, online instructional designer for IU. Not so much a new year resolution as much as a goal I happen to be going for this year, but I’m going to run my first half marathon at @500Festival. #INeLearn
Tiffany from Scottsburg! My New Year's Res is to seek new challenges professionally. I also want to narrow my focus and learn to excel in one area again. #INeLearn
I’m Laura and the instructional technology coach for Frankton-Lapel. This is my first year in the position and I’m looking to get into the classroom more this year.
Q1: Not so much a question, but let’s take a minute and share our experiences with digital content when there is little to no interaction between students. What have you seen? Why does this happen? Why should we care? #INeLearn
Annie Schoenfelt from Valparaiso! I am in my second year as a technology integration coach in two of our elementary schools. One of my resolutions is to say no more often. #INeLearn
I see a lot of online learning that is self-paced completely ignore the need for student-to-student interaction. However, research tells us that courses with lots of s-s interaction have a positive impact on academic achievement. #INeLearn
R1 - Student engagement couldn’t be lower. There isn’t cognitive or social stimuli. It’s important because more students are learning online. #INeLearn
R1: When Ss read digital (or any) text there is a temptation to keep it silent. We see reading as a personal venture, but I think it can be a social one as well. When Ss discuss, text analysis goes deeper. #INeLearn
Kevin from Indianapolis @LCHSBears. I’m cutting out food after 8 pm, cutting out soft drinks, and learning more ways to engage students in the classroom. #INeLearn
A1: I graduated from an online program. There were times where we didn’t have student interaction. It feels lonely, isolated, and you want to have that connection and know what other students are doing in the class. More intentional interactions are needed! #INeLearn
A1: I graduated from an online program. There were times where we didn’t have student interaction. It feels lonely, isolated, and you want to have that connection and know what other students are doing in the class. More intentional interactions are needed! #INeLearn
R1: In the early stages of digital learning (Angel), there wasn’t the ability to discuss/blog with Ss. It was a spot to provide digital content for students, testing, and submitting material to the teacher. #INeLearn
Exactly! And, having a structure to those discussions help. Having a “discuss about the readings” as a prompt is like the Wild West of online learning! #INeLearn
My online grad work was impressively interactive at times and lonely during others. #inelearn. I had some amazing profs that helped me see the power of online learning.
There are several ways that we can incorporate student interaction into our digital content from social interaction opportunities to focused instructional activities. The next few questions will focus on that. #INeLearn
I’m sorry to hear that. My online masters degree was the exact opposite and what was the catalyst for my career change to online learning. 👩🏼💻 #inelearn
R1: Personally in a few online continuing education classes (from an institution that will remain nameless), I have had little interaction with other students. I felt like I did not get a lot out of the classes. I could have read the book on my own. #INeLearn
Q2: What activities or tools do you use to build rapport online among students? (i.e. social interactions like introductions, ice-breakers, personal sharing, informal interaction, etc.) #INeLearn
I had opportunities to interact w/ other Ss, but I often chose not to because I accelerated and was in "get 'er done" mode. To be fair to my program I probably should say that. :) #INeLearn
R1: I think the opportunity for Ss to create digital content and share the material with others is important. With that said, I am not sure our Ss understand that what they are creating can be shared with others. Thoughts? #INeLearn
R2: creating videos using @WeVideo, blogging or commenting on content with @CanvasLMS, using @Flipgrid for answering questions or sharing ideas. #INeLearn
I have taken other online courses that I found VERY beneficial but this one in particular has not been a great experience. Its making it hard to finish (because I'm just not excited) and its only four classes. #inelearn
Regardless of the activity itself, we have to support students in their understanding of meaningful interaction with each other. Think of how peer editing goes if you don't guide them. It can be simple as long as it is meaningful. #inelearn
R2: I’m always a fan of using videos for introductions for teachers and students. You get to know more about a person from watching them introduce themselves than from reading a block of text. #INeLearn
R2: My experience as a classroom teacher was such that we did most of our rapport building f2f. However, at the beginning of units of study we would use Canvas discussions, Padlet, of Flipgrid to share what we already knew about a topic. #INeLearn
Q3: Student-to-student interaction must move beyond ice-breakers. What strategies or activities do you use to have students engage with each other for instructional activities synchronously (when students are working at the same time)? #INeLearn
So I really wonder if it kids realize what they are creating on @WeVideo can be shared to @YouTube that anyone in the world can see. I think if they realized it, the Quality might be better. #INeLearn
R3: how about Socratic seminar using tech. An English teacher @LCHSBears uses class discussion circles for discussion while students on the “outside” of the circle are blogging their comments. The students in the circle comment verbally. Engagement is super high #INeLearn
A3: Ehrre to begin! You can use videoconference tools like @zoom_us or Google Hangouts for f2f meetings, use Google Docs to collaborate on a reading matrix, or even use chat features to let students experience something together (like a movie) and chat about it. #INeLearn
R3: how about Socratic seminar using tech. An English teacher @LCHSBears uses class discussion circles for discussion while students on the “outside” of the circle are blogging their comments. The students in the circle comment verbally. Engagement is super high #INeLearn
Ah, I see. Yes, that’s something that I think can be explored, but I also think because a lot of technology is ubiquitous, we don’t think much thought needs to be put into it when we absolutely do. #INeLearn
Q4: Online learning allows us to be flexible with pacing. How do you get students interacting with each other for instructional activities when they may not be working at the same pace or at the same exact time? #INeLearn
It takes some serious structure and time to establish the expectations. I am not giving it justice as far as how cool it was to see. Talk about blended learning.... #INeLearn
R3: Before letting Ss loose to engage with one another online. Its important to model model model. I start simple, commenting in a shared Google Doc. #INeLearn
R4: I find it helpful to integrate real-time interaction opportunities in self-paced courses. You can set up optional study groups, small group discussions with students who are pacing at about the same place, etc. #INeLearn
Q4: Online learning allows us to be flexible with pacing. How do you get students interacting with each other for instructional activities when they may not be working at the same pace or at the same exact time? #INeLearn
1/2
A4: I usually find that setting up a structure or process is helpful for asynchronous activities. For online discussions, tell them when to post their initial posts and replies. #INeLearn
I try to make as much of the independent work as transparent as possible. If it makes sense, posting reflections & work to a Padlet wall or discussion board allows other students to engage and learn from their classmates, even if they come to the activity at a diff time #inelearn
2/2
A4: For other activities, it can be having the group set up their own norms so that the students buy into their own work and set up a process that works for them. Providing them agency. #INeLearn
R4: I took an online class in the early 2K and we had people all over the place with pacing. Part of the responsibility was to respond to comments that were posted. For people working straight through, it was frustrating going back to comments posted way after. #INeLearn
R5: I use Marco Polo personally, but I have often thought this type of asynchronous communication tool would be great for building community within an online course. Anyone familiar with this tool and have thoughts about that? #INeLearn
Yes, they had a running blog for the content. Ss would comment verbally on the comments posted. The students on the outside would respond to comments from the inside. It was then something that all Ss could go back and view later for review prior to an assessment #INeLearn
R4: As a classroom T, I used our LMS (Canvas) to create self paced modules for science units. I had plenty of discussions embedded into each unit so Ss could share their thinking with one another. #INeLearn
My first grad program (14 yrs ago) was set up like this. I'll be honest. I hated being required to respond to a certain # of posts. It was my least fave part of the program. I try to keep that in mind when building online work for Ss. Authentic over forced. #INeLearn
R5: Anything from Google is always good. Recently been using Google Slides to give Ss step-by-step instructions on how to do things. @wakelet is a good way to org. material. Great Big Story is great to find inspirational stories as well. Thank you, internet! #INeLearn
The age old dilemma of online discussions. I’m not a fan of online discussions either, but I find that I hated an “anything goes” approach. I’d rather know how I should respond, and tell the Ss why they’re responding. #INeLearn
Q6: Are there interactive activities that we include in digital content that feel less than authentic? What are they and what would you rather they be replaced with in online lessons? #INeLearn
Discussions for the sake of discussions are horrible. But discussions for peer feedback or support is powerful. And, I’d rather have students produce something and share in a discussion than just type up a bunch of text. #INeLearn
R5: There are so many awesome tools out there that I use with Ts. However working in elementary (the 13 and under crowd), I encourage our Ts to use G Suite tools and our district LMS. #inelearn
This is true. I think the difference is adult learning vs. student learning. As an adult, I already know myself and how I learn best. We do have to model and teach the skill of discussion. #INeLearn
R6: For example, I often think we need to revamp the standard discussion board activity. “Write a post and comment on 2 other classmates’ post.” 😴😴 1. Who enjoys this kind of activity? 2. Who does more than the absolute bare minimum to check it off the list? #INeLearn
My LEAST favorite is when a discussion is used more like an essay rather than a true discussion. If you want an essay, just have them do an essay. #INeLearn
A6: Text-based discussions. Never authentic. That’s not how people carry a conversation in real life.
But then again, this twitter chat is a text-based conversation... 🤔 #INeLearn
I will say that sometimes we can be challenged on this. We don't always necessarily choose the right paths for ourselves. Adult learning needs guidance, too! #inelearn
AND they only want to comment on their friends. I want them to engage in conversation outside of their comfort zone. This setup doesn't always encourage that. #INeLearn
Exactly. But I think that’s because we try to make it an organic discussion when it’s not organic. We should think of it more like show and tell where students produce something like a visual aid and share it with others so we have something to interact with. #INeLearn
R6: If not used correctly Flipgrids can be without purpose. Modeling prior helps but at times authentic live interaction vs video is just as good. (Dont get me wrong I love @Flipgrid just with a clear objective in mind) #inelearn
Q6: Are there interactive activities that we include in digital content that feel less than authentic? What are they and what would you rather they be replaced with in online lessons? #INeLearn
Q7: Many students have negative feelings about group projects because of the impact of others’ effort/work on the whole group’s performance. You may even share similar frustrations looking back on your education. What strategies make online group work enjoyable & fair? #INeLearn
R7: I found an interesting open online course about teaching online from IU that suggests giving 3 grades on these aspects of group work:
1-individual contribution
2-synthesis of the individual parts that shows collaboration & learning
3-working together cooperatively
#INeLearn
R7: I believe group projects will always have the one who does lost of the work and those who barely contribute but today many digital tools have been created to detect how invoolved each member was to a certain degree. https://t.co/9AVwazESZf#inelearn
Q7: Many students have negative feelings about group projects because of the impact of others’ effort/work on the whole group’s performance. You may even share similar frustrations looking back on your education. What strategies make online group work enjoyable & fair? #INeLearn
A7: Having the group dictate their own terms before they begin. I’ve also heard of a “Survivor” rule where if a student doesnt do their work twice, they do the project solo. Also, giving them to les and having students asses on each other’s contributions. #INeLearn
R7 All of my rubrics include areas in collaboration and personal growth. Ss know the expectations and hold one another accountable. Ss select roles. They can be fired from a group if efforts aren't made to contribute appropriately. That's real life. #INeLearn
Q7: Many students have negative feelings about group projects because of the impact of others’ effort/work on the whole group’s performance. You may even share similar frustrations looking back on your education. What strategies make online group work enjoyable & fair? #INeLearn
Q8: In online lessons, what do you think is the perfect balance of substantial student interaction (group projects, for example), light-moderate student interaction (discussions, Flipgrid/Padlet, etc.), and independent work? #INeLearn
It is a rare occurrence. Many opportunities to remediate the situation are made first. Usually all it takes is a team pow wow to remedy the problem. #INeLearn
A8: Definitely designing the entire course to have a balance. Too easy can we y to incorporate all of these in a single week when it ends up being more work for the student than necessary. Identifying the LO and what’s the best way to achieve can help with this. #INeLearn
R7: In elementary, I never did a 100% online group project. My little people were learning how to work together in a group with lots of guidance from me! F2F while working within a shared slides/doc/etc. #inelearn
I think what I am trying to say is, as an an adult who is paying thousands of dollars to take an online course, I'd prefer to learn in the style I choose. That's why I like my current program. The opportunity to interact is there if I choose. I just choose not to. #INeLearn
R8: I’m not sure if there is a perfect balance or not. I think that each class is it’s own unique entity where online collaboration, sharing of ideas, etc should have its own characteristics. Maybe the class comes up with their criteria. #INeLearn
As always, #INeLearn chat time is a fast and furious hour. Thank you all so much for participating and letting me be a part of your weekly discussions.
