Let’s Jam: Creating a Culture of Collaboration in Online Classes
Concurrent Session 5
Brief Abstract
Harness the power of collaboration, interaction, and fun in your digital classroom! Whether you are new to teaching online or a seasoned pro, encouraging student interaction in the online environment can be challenging. Jam along with us BYOD-style as we explore how to increase student participation with Google Jamboard App.
Presenters
Extended Abstract
Harness the power of collaboration, interaction, and fun in your digital classroom! Whether you are new to teaching online or a seasoned pro, encouraging student interaction in the online environment can be challenging. Jam along with us BYOD-style as we explore how to increase student participation with Google Jamboard App.
In this FUN interactive session we will explore the use of the Jamboard App in an online environment. Student groups can work on a Jamboard together and communicate via their cell phones, mobile devices or online through the browser. Jamboard invites sharing quick ideas, brainstorming, mindmapping, completing webquests, and connecting with each other. The tool promotes active learning, creativity, social interaction, cooperative learning and collaboration.
Many years of research studies have demonstrated that active learning strategies are superior for student learning. Active learning promotes higher order cognitive skills when students are asked to apply, analyze, evaluate, and create (Weigel & Bonica, 2014). In The Seven Principles of Undergraduate Education, Chickering and Gamson (1987) note that students “must talk about what they are learning, write about it, relate it to past experiences, [and] apply it to their daily lives.” Moreover, for hybrid and online courses, regular and substantive faculty-student interaction related to the academic subject matter is a federal and Higher Learning Commission requirement. Courses considered to be correspondence are not eligible for student loans or count toward full-time student status. By leveraging tools such as Google Jamboard, you can create a stimulating learning community in which all of your students participate in solving problems or contributing to the group’s collective knowledge and understanding.
By introducing students to Google Jamboard and related classroom activities that require social interaction with their peers, your students will gain skill in organizing and articulating ideas, work through divergent understanding, and practice collaboration in a supportive environment.
We will discuss ideas and best practices for using the Jamboard app. Participants are highly encouraged to share their ideas and participate in the demonstrations. The Jamboards will provide a take-home virtual playbook of new ideas for amping up faculty-to-student, student-to-student, and student-to-content interaction.
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Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating Effective Collaborative Learning Groups in an Online Environment. The International Review of Research in Open and Distance Learning, 10(3).
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Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education (pdf, 266k). AAHE Bulletin, 39(7), 3-7.
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Kirschner, P., Strijbos, J., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47-67.
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Kanuka, H., & Garrison, R. (2004). Cognitive Presence in Online Learning. Journal of Computing in Higher Education, 15(2), 21-39.
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Weigel, F.K., & Bonica, M. (2014). An Active Learning Approach to Bloom’s Taxonomy: 2 Games, 2 Classrooms, 2 Methods. U.S. Army Medical Department Journal, 21-29.