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COIL 2015

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Carolin Fuchs

on 19 May 2015

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Transcript of COIL 2015

Background
CONTEXT
SELF
SITUATED
SETTING
m cro phenomena
m cro phenomena
Research Map
Individual social experience
Needs Analysis
Weekly Telecollaboration Logs
FTF/online interaction
during
task design
2 Renowned
State intervention during
ACTIVITY
and in Turkey
graduate schools
in the U.S.
Self
Social media ban
in spring 2014:
in Turkey
political disruptions
Data Collection Instruments:
Situated Activity
i
Setting
Data Collection Instrument:

University rankings
a
Sensitizing STs to different institutional contexts can promote reflectivity
and learner autonomy and multiliteracy skills
Context
Bilateral social and cultural appreciation required
Data Collection Instrument:
Missed or failed instances of communication in telecollaboration
vs. learning opportunities
or teaching moments
"My hope is, is that as a consequence of this event this ends up being what's called a
'teachable moment',
where all of us instead of pumping up the volume spend a little more time listening to each other and try to focus on how we can generally improve relations between police officers and minority communities, and that instead of flinging accusations we can all be a little more reflective in terms of what we can do to contribute to more unity."
Henry Louis Gates, the arresting officer, President Obama at the White House
[Adapted from: http://en.wikipedia.org/wiki/Teachable_moment]
[Barack Obama, "Statement by the President," White House Press Office. July 24, 2009]
(Pegrum, 2009, p.76)
(Lamy & Pegrum, 2012)
(Dooly & Saddler, 2013)
(Fuchs, Hauck, Müller-Hartmann, 2012)
(Chen, Mashhadi, Ang, & Harkrider, 1999)
(e.g., O’Dowd, 2003; Ware, 2005)
(e.g., Schneider & von der Emde, 2006; Helm, Guth, & Farrah, 2012)
“[W]hen trying to
improve one’s practice
, a pedagogic approach to research is needed which
includes all participants
, the teacher-researcher as well as the learners.”
Research Design
Preparing for the unexpected: Exploiting teaching moments in telecollaboration
CONTEXT
SELF
SITUATED
SETTING
m cro phenomena
m cro phenomena
Preliminary Results & Discussion
ACTIVITY
Self
Situated Activity
i
a
Dr. Carolin Fuchs & Dr. Senem Yildiz, COIL SUNY, March 19, 2015
(van Lier, 1988 pp. 67-68, drawing on Cohen and Manion, 1985, p. 174)
(Müller-Hartmann, 2012, p. 163)
Descriptive Codes for Meaning Units
barryMarch 3, 2014 at 10:51 AM
Prof. Fuchs has said that you
cannot access Google Sites.
Please let us know
if you are unable to access the Google Docs file above.
Prior
telecollaboration experience:
7
1 (Team 1), 4 (Team 2), 2 (Team 3)
Negative
Feelings
directed against:
TC Local Team 2
TC Local Team 2
TC Local Team 3 [Final Task Reflection]
[Needs Analyses]
[Telecollaboration Logs]
Positive
Feelings
directed against:
Data Collection Instruments:
TC Local Team 3
TC Local Team 1
From: [CF] Subject: Fwd: TC Team 3 Checking in
Date: March 31, 2014 5:15:46 PM EDT
Hi [S], Would you be able to
forward this to Jeltje's BOUN account?
We're not sure about gmail access at this point. Many thanks, C.
Prior
group work
experience:
Generally
positive across Teams
Global team:
5 (Team 1, Wks 7-10)
4 (Team 2, Wks 2-10)
Local

team:
5 (Team 1, Wks 2-10 )
12 (Team 2, Wks 1-11)
8 (Team 3, Wks 2-9)
Global team:
1 (Team 1, Wk 3)
1 (Team 3, Wks 6&9)
Local

team:
1 (Team 1, Wk 3)
1 (Team 3, Wk 5)
Self-Rated Digital Literacy:
Keypal exchanges (mean = 1.21)
Podcasts (mean = 1.64)
Wikis (mean 2.07)
From: [CF] Subject: !! in the news --
take this opportunity
to touch base with your partners in Turkey
Date: March 27, 2014 4:36:02 PM EDT
SamedMarch 9, 2014 at 11:22 AM
Well,
I do have access to the google docs.
I've left some comments there and i asked the questions that i had in my mind. [...]
barryMarch 7, 2014 at 1:16 PM
Sera & Samed, could you please let us know
how you are faring accessing the Google Doc?
Are you able to access this website at all?: http://drive.google.com
adamMarch 6, 2014 at 12:01 PM
Hi Samed,
We've outlined everything in the
Google Doc
.
Can you not access it?
If not, perhaps I can just email you what we have now.
SamedMarch 5, 2014 at 10:48 PM
Could we have how the project will go as bullet points?
A step by step procedure would be great.
On Apr 1, 2014, at 8:02 AM, [SY] wrote:
Conclusion & Implications
(e.g., González-Lloret, 2014; Kessler, 2013; Nation & Macalister, 2010)
(e.g., Furstenberg & Levet, 2010)
(e.g., Belz, 2002)
(e.g., Dooly & O'Dowd, 2012)
Global Team 2
(Tcherepashenets, 2015, p. 27)
Teachers College, Columbia University
ranked #7 nationally in 2014
From: SY Date: February 25, 2014 3:28:35 PM EST
Final Task Reflections
CMC Data (blogs)
c
Different types of hegemonies
Affordances of technology in different geographical, social, political contexts:
“instrument of equality or stratification, individualism or collectivism, freedom or oppression”
Focus on social justice: Creating a "supranational community of learners"
"These features suggest that
action research
and
classroom ethnography
can be
profitably combined
, either as successive stages of research or, more interestingly, as parallel or integrated research activities.”
situational
(context-based)
collaborative
(researchers and practitioners work together)
participatory

(team members implement research
self-evaluative
(based on ongoing evaluation of improvements)
Team Formation,
Blog Invite Issues
,
Google Sites Issues
Intro Podcasts
, Final Task Guidelines, Task Drafts,
Political Unrest Turkey
, Final Tasks
2nd round
of coding for
refining categories
:
Initial open coding
(e.g., “access” “Google”) and
thematic grouping
A process code is "a word or phrase which captures action”
“A code in qualitative inquiry is most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data.”
(Saldaña, 2009, p. 5)
(Saldaña, 2009, p.3)
CMC data (e.g., emails)
[...] I also agree that we need to find an
activity
that will help them
build a community
. I am
concerned
that everyone will work with their partners in their own institute and there won't be much cross institutional collaboration. [...]"
"[...] I just sent another email to my students asking them to
decide on their groups asap
and I asked them to notify their group members in
TC by email.
I hope that they would make their decision by tomorrow the latest. All BOUN students also have posted their podcasts on Google Sites I believe. I agree that attempting to
migrate Google Sites content to another site would be confusing
. Let's stay there.
Hi Jeltje,
Best,
Team 3
[M, S, and F]
We are sending all of our best regards and hope you and your classmates are safe and well.
Also, if those means communication don't work for you, maybe we can use a different email address to contact you at? Or maybe Facebook chat if you have access.
Please let us know
what is the best way to be in contact with you.
We just wanted to check in and see how things are going for you in Turkey. Also,
considering our communication and our upcoming tasks,
we're
wondering what you can and cannot access at this time.
Can you access your
Gmail account and our Weebly site
?
I asked her if it was ok to email her students about the situation, and she said yes. (I didn't know whether this might be too upsetting or not.) So go ahead...
look at this as a teaching/learning moment
...[...]"
"[...] This is an
opportunity to touch base with your global partners and see how they are.
I've been checking in with my instructional counterpart, and [she] tells me that they've been out on the street protesting for quite some time now [...] The elections are on Sunday, and she thinks things will be calming down.
"[...] As far as I know,
officially, we can't access twitter and youtube
right now but most people access both through VPN.
I still can't access our google [sites]
from home, though
Hopefully, my students's final projects won't be effected too much technologically. It is just really hard here to concentrate and get some work done. Yesterday, in class, students wanted to talk about the bans and the election results. So, I think
if they receive emails from TC students
about the situation in Turkey, this would be a
great chance for bonding :)
[...]"
[Adapted from Layder, 1993, p. 72]
[Adapted from Layder, 1993, p. 72]
Conduct weekly check-ins with Global Teams
to “[a]llow students to build a new connection with themselves or with others [...] (that is through indirect doing or observing)” and by having students reflect on these stories (Fink, 2013, p. 170)
Use needs analysis
as point of departure for
chronicling teaching moments
related to
Context, Setting, Situated Activity,
and

Self
can encourage self-directed learning by having STs “think toward the future and identify what else they need or want to learn, that is
develop a
learning agenda
” (Fink, 2013, p. 160, italics in original)
Rate progress
of virtual communities of practice (Dooly, 2009) on scale with qualitative comments indicating areas for improvement
Stimulate critical thinking

of STs in telecollaboration (Dooly, 2010)
Reflections
on telecollaborative processes in weekly logs/final tasks (e.g., Furstenberg and Levet, 2010) were
inconsistent and insufficient
Teaching moments
remained
unexploited and underexplored
THANK YOU !
(U.S. News & World Report)
(Times Higher Education World Reputation Rankings - Top 50)
(Times Higher Education Asia University Rankings - Top 50)
Bogaziçi University
ranked #19 in 2014 in the Asia University rankings
Columbia University ranked #12 worldwide
From: [SY]
Subject: Re: youtube
Date: March 27, 2014 4:18:30 PM EDT
"[...] Both
twitter and facebook are banned
right now. Facebook might be banned tomorrow but I don't think that these bans will last long. The elections are on Sunday, we'll see what happens afterwards. My students mainly
will be working with blogs, Google docs and wikis
. I expect things to calm down by next week anyway. And yes, this could be a
good opportunity for your students to inquire about Turkey
. I don't think it would be too upsetting."
Context
On Thu, Mar 27, 2014 at 8:40 PM, [CF]‬ wrote:
"[...] I was just reading about
Youtube in Turkey
. Oh, my... Does this have an
impact on your students' projects?
I don't think I know what exactly they are planning to do yet. One of my groups wants to do screencasts, and I wonder if this would be
teaching moment
where my students could inquire a bit more about the situation in Turkey? Or is this inappropriate/too upsetting for you and your students? [...]"
Intro task: https://tccolumbia.qualtrics.com/jfe/form/SV_3aPb0pUXh4iiX1X
TC Local Team 1 [Final Task Reflection]
"No constructive feedback provided from BOUN team."
TC Local Team 2 [Final Task Reflection]
Tasks
(O’Dowd & Ware, 2009, pp. 175-178)
Setting
Collaborative task:

Global Teams executed the final tech-based task and provided critiques for revision
Comparison and analysis task:
Local Teams evaluated draft of partner team's technology-based English language task.
Information exchange task:
Local Team bios via podcast and posted on Google Sites, replies to partner intros; ice-breaker activities for partner team
Full transcript