Permission forms whilst this is not strictly

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reorder discussion questions or posts is also not a feature. Permission Forms. Whilst this is not strictly instructor-student interactions, we feel that we should open up communication with the parent community with regards to the use of Google Hangouts on Air in the slam project to provide guidance for students (and the parents/guardians) when participating in online social media activities. Appendix C is a permission slip intended to make parents aware of the anticipated uses and end uses of Google+ Hangouts on Air and to ensure parents are informed with regards to their child’s online collaboration. Student-Student Interactions
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CONTENT MODULE: UNIT 3 – GRADE 8 POETRY 23 Constructivist and connectivist theorists stress the value of peer-to-peer interactions in developing multiple perspectives. As Anderson (2004) argues, “effective learning does not happen in a vacuum” and “learning is about making connections with ideas, facts, people and communities” (p. 49). Taking into account that students may feel isolated due to lack of face-to- face contact, we designed our course to provide students with a shared sense of belonging, trust, and experience of learning that will instill in them a commitment to participate in and contribute to knowledge. In this collaborative learning environment, students will have opportunities to develop good communication skills and demonstrate the ability to work cooperatively with one another: supporting and challenging one another in the weekly forum discussions and evaluating their own work and that of their peers through peer activities on shared Google Docs. Additionally, learning to tweet their thoughts using the class Twitter account, orally presenting their poem using Google Hangouts on Air, creating rapport with a peer audience, and giving and receiving constructive feedback will all help them build confidence and essential career and life skills. Student-Expert Interactions Connecting students to real-world experts provides expanded opportunities for students to interact with the community beyond the classroom environment. This provides scaffolding upon which students can grow their knowledge of slam poetry. Our group initially considered having our guest presenter host a synchronous ‘live’ presentation using Google Hangouts. While Eliademy has a live webinar feature, this is for premium account holders only. To allow students more time to interact with Mr. Newton and field questions, we decided that
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CONTENT MODULE: UNIT 3 – GRADE 8 POETRY 24 using a recorded video and a week-long forum discussion will be more effective in increasing their engagement and mastery of important concepts. Concluding Remarks In sum, our group considered the pedagogical and technical affordances and limitations of Eliademy and Edge Edx and employed a backward design model and a range of activities, assessments and digital technologies that best support learner outcomes aligned with the Ontario Grade 8 English Language Arts curriculum. The process of designing and developing the course
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  • Fall '19
  • Speak, Performance poetry, Poetry slam

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