Proceedings of the Fourth Annual Teachers College Educational ...

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Computer-Mediated Communication and Deaf Students: Increasing Equity and Intersubjectivity Carrie Lou Garberoglio, University of Texas at Austin, Email: carrielou@utexas.edu Abstract: This case study takes a socioconstructivist lens in examining the potential affordances inherent in online chat technologies that then have potentials of creating multimodal dialogical spaces for deaf students, who often experience language marginalization in the classroom. This setting uses a combination of synchronous computer-mediated communication and face-to-face discussion in a college class of deaf and hearing college students. In this study, preliminary findings show that the deaf students appeared to gain greater authentic participation, engagement, and involvement in this discourse community through the overlap of discussion modalities, particularly those that allowed for greater direct communication. These findings can support the rationale behind increasing multimodal opportunities for deaf learners in a variety of settings. 21
MOOCs, Open Education, and Implications for Online Schooling for Middle School/High School Students Kristin Gorski, Teachers College, Columbia University, New York, NY, Email: kg2366@tc.columbia.edu Abstract: Massive Open Online Courses (known as MOOCs) are open educational environments which present learning opportunities and challenges. Through leveraging information and communication technologies (ICTs), social media, and media creation tools, MOOC participants create connections across networks as they pursue authentic learning goals. The unstructured, abundant information can overwhelm, so developing skills to filter and make sense of what participants find is crucial. MOOCs are ideal places in which to practice necessary digital literacy skills. In April 2011, I participated in a MOOC on mobile technologies and learning. In pilot research, I surveyed 21 fellow participants on what they were learning from MOOCs, recommendations for educators/participants, and their thoughts on this format for middle and high school students. The results point to skills needed for MOOC success, how MOOC structure and design impact learning, and how to develop mini-MOOCs for adolescent learners eager to pursue their interests online with a cohort. 22
Page 1 and 2: Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9 and 10: Guidelines for an Online Networking
Page 11 and 12: Mode S = Synchronous A=Asynchronous
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25: ased approach. Future research may
Page 29 and 30: Promoting Healthy Eating Habits Thr
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
Page 77 and 78:
control and mastery increased in vi
Page 79 and 80:
Design of computer assisted tools f
Page 81 and 82:
Figure 2: Interactive functions of
Page 83 and 84:
User Experiences with Avatar Custom
Page 85 and 86:
Design Patterns for Promoting Self-
Page 87 and 88:
Cooperative Inquiry in Designing Te
Page 89 and 90:
Implications Our work with CI exten
Page 91 and 92:
References Allen, E., & Seaman, J.
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