STUDENT CENTERED SOCIAL LEARNING

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STUDENT CENTERED SOCIAL LEARNING

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  1. STUDENT CENTERED SOCIAL LEARNING

    Slide 1 - STUDENT CENTERED SOCIAL LEARNING

    • Ideas and Anecdotes for BAND use in the Classroom
  2. What is BAND?

    Slide 2 - What is BAND?

  3. Why BAND?

    Slide 3 - Why BAND?

    • Collaborative Learning
    • Accessibility
    • Toolbox
  4. “Education initiates us into conversation, and by that virtue, initiates us into thought.”

    Slide 4 - “Education initiates us into conversation, and by that virtue, initiates us into thought.”

    • Kenneth Bruffee (1999)
  5. Social Interaction

    Slide 5 - Social Interaction

    • Educational Dimension
    • Social (Psychological) Dimension
    • Adapted with permission from Kreijns, Kirschner & Jochems, 2003, pp. 342
    • outcome
    • affecting
    • reinforcing
    • Learning Performance
    • Social Performance
    • Cognitive
    • Processes
    • Socio-emotional
    • Processes
  6. Student Choice

    Slide 6 - Student Choice

  7. SNS Popularity in Japann=680

    Slide 7 - SNS Popularity in Japann=680

    • (Kendall, 2014)
    • 92% of 10-20 year olds preferred LINE.
  8. “The frequency, depth and interactivity of communication increases perceptions ofproximity.”

    Slide 8 - “The frequency, depth and interactivity of communication increases perceptions ofproximity.”

    • Wilson, O’Leary, Metiu & Jett (2008)
  9. Toolbox

    Slide 9 - Toolbox

    • Bulletin Board
    • Polling Booth
    • Photo Albums
    • GPS Sharing
    • Individual Chat
    • Chat Room
    • Calendar
  10. References

    Slide 10 - References

    • Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco, CA. Jossey-Bass.
    • Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, MD. Johns Hopkins University Press.
    • Kendall, P. (FEB. 10, 2014). Line, Twitter, Facebook: Japanese people vote on their favorite social networking services. Japan Today. Retrieved from http://www.japantoday.com
    • Kreijns, K., Kirschner, P., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19(3), 335-353.
    • Wilson, J. M., O'Leary, M., Metiu, A., & Jett, Q. R. (2008). Perceived Proximity in Virtual Work: Explaining the Paradox of Far-but- Close. Organization Studies, 29(07), 979–1002.
    • http://www.band.us/home