Spreadable Apps for Engagement in Digital Literacy UC Berkeley, UC Riverside Student engagement, sticky apps and zombies Juliette Levy, UC Riverside The online/hybrid classroom ecology online quizzes digital writing assignments graded with dynamic rubrics real time discussion boards: Piazza electronic peer evaluation with dynamic rubrics COURSE e-portfolios Dynamic content in lecture: Zaption voluntary comments - open questions: Twitter Shareable notes: Storify content delivered in lecture video Animation of lecture Videoscribe assignments engagement tools & apps There’s no one app for teaching well Zaption: active learning in an otherwise passive process The corollary of engagement is connection Zombies and engagement to upload assignments any UC campus 17 missions --last mission is the midterm exam/essay digitalzombies.ucr.edu Discovery and Synthesis Jen Dizio and John Scott, UC Berkeley Internet Memes- A Model for Engaging with Course Content? DISCOVERY: Artifacts circulate within communities of collaboration, curation, and creation. REMIX: “Open Texts” foster ongoing interaction and re-contextualization. SYNTHESIS: “Generative” content demands attention to the connections across artifacts. META-KNOWLEDGE: Focus on narrative and context prompts reflection and critical understanding. Threads Versus Ecosystems Refuse Versus Reuse THE SCROLL EFFECT: Vertical content organization becomes difficult to navigate. “Older Content” tends to lose value. STATIC CONTENT: Multimedia elements and texts are not open for repurposing or recontextualizing. VIEW AND REACT: Participation and collaboration is often limited to commenting and responding. Key Features of Collabosphere SPATIAL,VISUAL ORGANIZATION OF CONTENT: Thumbnails of artifacts making searching for engaging. TAGGING AND FILTERED SEARCH: Connects content across time and students. SOURCES traces artifacts back to original use. TIERED PRODUCTION ENVIRONMENT: Scaffolds student engagement with content while maintaining content modularity. INVITATIONS TO COLLABORATE: Easily facilitate synchronous group work on Media Cards and Narratives. Collabosphere in Context Pilot Research Studies ED 140AC: Berkeley undergraduate education course that focuses on sociocultural conceptions of literacy and language. MUSE & Norway: Collaboration between preservice teachers in graduate school in Berkeley and Norway. French Course: Berkeley undergraduate language course in French. A MEME EMERGED!! Future Directions: Integrations Instead of “pushing” students “out” of the Learning Management System, LTIs can “pull” students back “in.” MAINTAIN COHERENT ECOSYSTEM: This not only includes course content, but also student data. MINIMIZE AUTHENTICATIONS: Students do not need to create multiple usernames/passwords when accessing external apps, keeping student data secure. Curiosity and Validation Greg Niemeyer, UC Berkeley Top 5 Principles of Engagement 1. 2. 3. 4. 5. 6. Drama (Narrative and Ludic) Ownership (Material and Cultural) Transparency (Feedback & Metrics) Reputation (Personal and Collective) Separation (Temporal and Spatial) Scalability (Instance and Frequency) Engagement and Online Learning 1. Drama: p2p feedback means outcomes are uncertain and relevant. 2. Ownership: Amplify student experiences, leverage online experience as networked mirror 3. Transparency: Validate each action 4. Reputation: Share validation in leaderboard 5. Separation: Maintain course boundaries 6. Scalability: Connect course to life. Un-flipping the classroom builds context, and context builds relevance. 6. Plan Student Action Data Imagination Community 7. Application: Engagement Index: How does it feel? LTI intergration LTI Intergration Links and Resources Digital Zombies: digitalzombies.ucr.edu Collabosphere (Sandbox): https://collabosphere.berkeley.edu email: [email protected] password: 2014ClassDemo Engagement Index: http://www.uconline.edu Juliette Levy: [email protected] Jen Dizio: [email protected] Greg Niemeyer: [email protected] John Scott: [email protected]