STUDENT CENTERED SOCIAL LEARNING
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Slide 1 - STUDENT CENTERED SOCIAL LEARNING
- Ideas and Anecdotes for BAND use in the Classroom
Slide 2 - What is BAND?
Slide 3 - Why BAND?
- Collaborative Learning
Slide 4 - “Education initiates us into conversation, and by that virtue, initiates us into thought.”
- Kenneth Bruffee (1999)
Slide 5 - Social Interaction
- Educational Dimension
- Social (Psychological) Dimension
- Adapted with permission from Kreijns, Kirschner & Jochems, 2003, pp. 342
- Learning Performance
- Social Performance
Slide 6 - Student Choice
Slide 7 - SNS Popularity in Japann=680
- (Kendall, 2014)
- 92% of 10-20 year olds preferred LINE.
Slide 8 - “The frequency, depth and interactivity of communication increases perceptions ofproximity.”
- Wilson, O’Leary, Metiu & Jett (2008)
Slide 9 - Toolbox
- Bulletin Board
- Polling Booth
- Photo Albums
- GPS Sharing
- Individual Chat
- Chat Room
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.