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Using Maine.edu Google Apps & Google+ as Teaching Tool

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by Bj Kitchin on 14 May 2014

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Transcript of Using Maine.edu Google Apps & Google+ as Teaching Tool

or you can $100!
What is
Google+
See
“Tone of voice, facial expressions, body language are dramatically diminished
in the online context… that presents communication challenges.”
Be
Learn
Know
Do
Share with the class
Get feedback from peers
Collaborate with others
Exchange and Interact
Collaborate:
Evidence of collaboration with peers
Demonstrate:
Demonstration of critical
thinking & Activate Content
Social Presence Theory
Differentiation
Matters

Require Peer Review & Group Work
Social Learning - Personally Meaningful
Motivate and
Engage
Activate & Reflect
Relevant
Context
Community Building, Strategies, and the Value to Instruction
Define what Google+ is and how to access it with your Maine.edu account.
Objectives
Identify strategies for using Google+ to create social presence and cognitive engagement in a course.
Briefly identify instructional strategies for integrating this tech with other web based technologies, such as Blackboard and other Google Apps.

Identify at least one instructional strategy for using Google+ in a fully online course.

What are the elements of a successful
Online Learning Community?
We assume there are at least

three

important
interaction design principles

inherent in all
quality online courses:
Interaction between participants and the learning management software/website.
Interaction between participants and the course content.
Interaction between participants and other people in the course.
Ideas
People
Tech
Social presence in online learning environments refers to the degree to which a learner feels personally connected with other students and the instructor in an online learning community.

We assume these elements are critical to online learning:
What's expected is clear at every step.
Assigned activities are relevant contextually and to learning objectives.
Interaction is socially rewarding.
Interaction with others is active and cognitively stimulating.
Self-reflection and peer-feedback is expected.
Feedback is timely and meaningful.
The technology is as easy to use as possible, and help is easy to find.
Hangouts
Meet Face-to-Face
Write Collaboratively
Produce Events
Screenshare
Remote Desktop
Messaging, phone and video calls
Anonymous Faculty
Community
Mention
+BJ Kitchin
Notifications
Profile Card
Universal Design
Challenging and Feasible
The reason why is goal-driven and clear
Do the skill - Make it meaningful to you
Community Building, Strategies, and the Value to Instruction
Using Maine.edu Google Apps to Teach Your Course

Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738-1747.
Social respect
(e.g. receiving timely responses),
Social sharing
(e.g., sharing information or expressing beliefs),
Open mind
(e.g., expressing agreement or receiving positive feedback),
Social identity
(e.g., being called by name), and
Intimacy
(e.g., sharing personal experiences).
Five facets of social presence in online distance education.
(Sung, Mayer, 2012).
Something that has also become a reality is a sense of isolation in online courses
(Sung, Mayer, 2012).
See the full transcript