Are your Chromebooks just for testing? If not please comment on this message and let us know how they are being used for communication, collaboration, creativity and critical thinking.
The study found that students working in low collaboration groups recorded more ideas or themes on project topics in the areas of the course that were analyzed. Anecdotally, the instructors thought the group projects demonstrated deeper learning of the content than the individual products but the assignments were different so they weren't compared. It is possible that groups generated more themes but didn't record them or the researchers may not have analyzed parts of the course where the group themes were recorded.
Is 25 a new limit? Is it only for Google Apps for Work? Has anyone successfully tried more than 10 video participants?
We limit cohort sizes to 15 students so I would opportunities to meet with all 15 at the same time with a co-teacher so we are looking at 17 total participants. We would then use smaller hangout sizes as a breakout sessions.
How would you describe your online teaching identity?
- Seattle Pacific UniversityAssociate Professor of Curriculum and Instruction, present
- Seattle Pacific UniversityDirector of Instructional Technology, 1998 - 2013
David A. Wicks, EdD, joined the School of Education at Seattle Pacific University as an Associate Professor and Chair of the MEd in Digital Education Leadership after serving as Director of Instructional Technology for 15 years. Dr. Wicks has served the educational technology community in numerous positions throughout his career including: high school teacher, university lecturer, school district technology facilitator, multimedia author and project manager for an educational technology company.
Dr. Wicks’ research interests include online and blended learning, learning spaces, computer-supported collaborative learning, and electronic portfolios. He is particularly interested in exploring how to enhance student engagement and achievement within digital learning environments.
Professor Wicks is committed to helping educators improve teaching, learning and assessment with digital tools. He actively shares and learns from teachers through social media. Examples of his work include: the design of a Web 2.0 electronic portfolio system based on WordPress, creation of a feature-comparison matrix for lecture capture solutions, and leading SPU’s iTunes U project. He enjoys facilitating faculty learning communities on topics such as learning spaces, blended learning, and online learning. Dr. Wicks is a member of MERLOT, the Sloan Consortium, Northwest Council on Computer Education (NCCE) and the International Society of Technology in Education (ISTE). He serves as an Associate Editor for MERLOT’s Teacher Education Editorial Board where he reviews learning objects and educational apps. He was recently honored for his work as conference chair for the 2014 International Symposium for Emerging Technologies in Online Learning.
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