 Hello everyone, my name is Patricia Dennis and I am the lead instructor for the project Each One Teach One Peter Pierre Creation of Blended Learning. I was happily joined by my co-creating scholars and previous students of mine Ezekiel Sabb, Keira Williams, Henry Pallagicci, Miguel Pierre, and Charlotton Pearson. Today we'll be leading the Q&A portion of this video as I created the overall concept of our video. So let's get started. Alright, so kind of what is the, how did our new project come to surface? So course evaluations are beneficial assisting tools educators use to learn how to use students need and of course by way of determining how to modify and or improve with guidance from students opinion and feedback experience. So this is kind of a little dumb definition I kind of researched and looked up about like the general coordinates of course evaluation just so you all can get a brief understanding which I know a lot of you have probably already educators who've already done this before but I just wanted to kind of clarify course evaluations in more of a definition standpoint. So course evaluation, so in my opinion as an educator, I think students are the priority. It should always be taken into account when creating learning materials, assessments, and use of technology. So in my second master's currently I'm studying, I am studying education technology where this idea of technology is not meant to replace education but to enhance it. So with that being said, I think when creating student learning material, whether it's an activity or an assessment or even presentation material, the students perspective or the students should come first because ultimately they're the ones taking in this information, right? So the idea of this method is to build autonomy as students taking control of their own learning. So with that, when designing this course, when creating my syllabus, I wanted to make sure that students had the utmost right to choose like what projects they want to work on, what materials they want to look at, just giving them back that control of taking control again of their own learning and making them feel as if this is what they know how to do. So this is where my co-creating scholars come in. So the five young individuals who again will be leading the live Q&A and my co-creating scholars became content specialists over the months that we worked on this project. And they also became education technology specialists as far as learning various technologies that we can utilize in class and day-to-day to make learning a little more engaging and fun for both my learners and their peers, right? So as I led and provided initial materials, a lot of the material that I use, which is for the most part the theories that I taught the students and taught alongside my co-creating scholars, those have been theories that I've used since I've been teaching the summer course. So I'll say about, this is my third, maybe fourth year doing it. So as far as that content, it's been consistent. And my student, the co-creating scholars who are doing this project with me, have had these courses already and have taken this. So for the better part, they have also become masters of it, right? So the aim of this session seeks for participants to gain the following. One, utilize the students perspective approach for creating learning material. I think all of us at this point as technologies experts, directors in this field, when you learn technology, it's so versatile and vast that sometimes us educators get wrapped up in the technology part and not in the pedagogy part. So that's one thing I want all participants to come out of with this. Our perspective and the use of co-creating content with both educators and students. This was very much an orthodox, it was very hard to kind of, I wouldn't say hard but interesting working alongside corporate students and getting their perspective. I came into this project very unbiased. I wouldn't say my expectations were high, but obviously, but so much I wanted to throw up my students, but they came and just willing and ready and prepared to do that. So that's the perspective I think a lot of people should take into consideration with co-creating with either other educators or previous students. It just gives you a whole different perspective than what you had when it was coming in. I also went to showcase open inclusive and equitable practices to utilize with teaching professional college students, which if you read kind of our presentation overview, the type of audience of students we're working with, they are, where we're from in New Jersey, they're considered at-risk students who literally are from urban areas who don't really have the accessibility and information to succeed in college. So with that, that was also one of my biggest things I wanted to make this syllabus kind of shaped around and I hope that you all come out of this session with that same mindset. And last but not least, utilizing OER learning materials created for the EOF program. So syllabus activities to do work for practical use during and after the conference. So between my presentation, the website and everything within that website, which is going to be our content management system. I want to talk about a little bit later. I want it to be an OER experience for all of you. I want you all to obviously make copies of the material and source us. But other than that, please feel free to use all materials presented in the conference. So syllabus plan examination. I'm not going to read all of it, but kind of just skimming through it to give you guys a feel of the research that kind of went behind my decision making of getting co-creating scholars. So reflecting on my own pedagogical procedures, I adapted the disruptive cognition approach that will embed the notion, show what you know in each one teachable. Through peer support, learning can teach each other, learners can teach us other strategies, ideas, and ways of thinking. So when I thought about learners, obviously I didn't really want to grab students incoming freshmen who were coming in because they didn't know what was going on. So my becoming sophomores and juniors, they have taken the lead with as far as how we should go about utilizing technology, what technology we should use to let the students create certain projects which turned out really, really fun and the students really, really enjoyed it. But yeah, that peer-to-peer support and that peer-to-peer knowledge. So my co-creating scholars were able to put into perspective the material that to me, it looked perfectly fine. It looked teacher-proof, it looked professor-proof. But to them, it was like, okay, I think we can dim down more of the terminologies and certain aspects of the technology to just make it fit the student. So my co-creating scholars played a big, big role in me adjusting my lesson plan. So I kept these tips in mind when I examined three lesson villains from a language art. So again, kind of the structure I went about playing my lesson plan, I wanted to go back to elementary roots because again, a lot of these students, my co-creating scholars, my incoming freshmen were all just recently graduating high school seniors. So I wanted to make the lesson plan look a lot familiar to them as far as objectives and goals that you would see in the K to 12 classroom. So teacher-student instruction information and particular tasks were eliminated with a concern that may cause less cognition, engagement, disconnection. Disconnecting learners from a meaningful sense of what they're doing. So after teaching the same subject for two summers, at this point, I think that, yeah, this is my third summer, I reflected on how my approach lacked proper to use it in purpose. So again, I had a lot of students say, oh my God, professor Dennis, this class was amazing. I love it. How can we, like, what, how can we help? But I had to remember each student, each group of core hundred students I gave in the summer, they're different and they all have their own different struggles. And with this particular group, COVID was obviously one of the biggest things for them. So that idea of sitting and learning and actually having that disruptive thinking and critical thinking was lost for almost two years because they were stuck behind the screens where a lot of their teachers kind of didn't know what they're doing. And that's okay. So as an education technology specialist, going to school for this, getting my degree in it, and also just loving using technology and hand starting, I felt it was my obligation to really, really switch around, right? All right. So here is our, so the course was called SC100, Context Lab, Critical Theory and Technology. So the course description, it was designed for students who specifically need enrichment and literary skill sets. This is a lab that will provide the contextual basis for the literary skills and instruction at SU-100. It must be taken with a line, excuse the CSESU, essentially they're the same classes. It's just that because of our university status change from college to university, they changed around the acronyms used for these particular classes, but in essence, they're all still the same. So my class acted as the lab portion where they got their context of theory and utilized technology and sharing their experiences on their particular topic or theory we talked about. And what they did was they navigated towards their papers, right? So student learning outcomes. I'll let you all read that on your own leisure as far as, again, this presentation will be provided. So learning and educating goals. So I decided I wanted to use ST as far as the standards I wanted to reach because I think ST is really, really good. I took an ST seminar last summer before obviously teaching this class and I really truly enjoyed the seminar. So I decided I wanted to use ST as my learning goals. I broke them down between learner's goals and educated goals. So you all can obviously see not only did I take the learner's into perspective, but myself as well. So one was empowered learners, learners leverage. Learners leverage technology taking active role and choosing, achieving and demonstrating competency and their learning goals which you'll see a little bit later in this presentation. Digital citizenship, which we use, students recognize the rights of families and operations of living, learning and working in an interconnected digital world. Creative communicators, students communicate clearly and express themselves greatly for variety of purposes using the platform tools. Educator goals. So this one's for me and also I wanted to keep, I shared this with my partner, teacher, the writing instructor and my co-creating scholars. Being leaders. Educator seek out opportunities for leadership to support student empowerment and success to improve teaching and learning. Collaborator. Educator dedicate time to collaborate with both colleagues and students to improve practices. It's the whole kind of essence of this, of our little project and designer. Educator design, authentic learning, activities and environment that recognize and accommodate learners' reliability. So this lesson plan is an adaptation for my original SCU context lab. And again, when I provide the presentation, everything is clickable. So here's the performing test. Again, I'm not going to read through it thoroughly all, but instead of doing percentages, I wanted to make this like a game. I always, for some reason psychologically, when I taught at another university, I utilized kind of like the point value system to tell the students like, hey, think of this as a game, right? Your goal for the end of each week is to get 200 points based on each component of what you need to do for the week. So at the Digital Citizen, this is where I have students we utilize Instagram to, excuse me, utilize Instagram to basically share out the work we did, share out the experience for the day. This was a new experience for the students because they never used Instagram or social media in this manner. But they did enjoy it. We have the do-nows, which was a kind of running, Google DACA has students keep a tally on. I wanted to use PINZU, but because of restrictions on the universities, I kind of like admin. It was difficult. So I just had the students utilize Google DACs. But I would recommend using PINZU. It's very, very user-friendly. I think it's a really cool software to make that looks like a notebook, independent reading and annotation. This will allow students to kind of do their own research where they found like one to two page articles based on the theories and they ran it and annotated to help them create their projects. Course playlist work. This is kind of one of those things. Another technology course playlist is basically which I'll explain a little bit later is kind of like a documentation I created of selected materials and projects that students had the autonomy to choose all of their own to do whatever which one they wanted for the week. And then show notes, you know, project showcases. We kind of did this in the form again of enter 20 year with Instagram because of time restriction. I had a lot of students who still felt confident showing me and their classmates their projects overall. So the content management system we used for to keep track and keep a hold of all our material is Google sites. I think it's really Google sites and so user-friendly. I'll click it real quick just to let you all see what it looks like. Again, you all have access to this where it has our course schedule, course material, course activity playlists which this is probably the biggest component of the website and instructor's page which this is more so just for me. So again, activity and general citizenship so this is how to help you create various things. So again, this is where the document kind of telling them all like what you need to do. This more fun and simple. Students became very, very creative but as far as the videos they uploaded and the pictures they uploaded on Instagram was it perfect? Was it what quote-unquote I wanted? Yeah. What the fact that they were able to explain themselves via social media about what these theories meant to them and how they see in their day-to-day lives is even more than I can ask for. The fact that they're learning and they can regurgitate what they want to do through social media, I can take it. As far as my apologies with social media activities, the photo dump the incoming freshman utilized pumps by their co-creating scholars to kind of write for their kind of do-now class starters. Again, when we have a live Q&A please feel free to ask my co-creating scholars about this but they basically went about they came up with the do-nows very, very informative questions I thought they were really unique my co-creating scholars really made our incoming freshmen stink and kind of out of the box so they did a great job with that independent reading and rotation this is where students utilize technology can be or even just as simple as Google Docs to kind of like import their documents and make their annotations so basically more so wasn't me just testing their testing their research skills but more so seeing what they come up with what they find instead of everyone just reading the same thing and I think Cammy was a really fun cool tool to use especially the fact that a lot of them used it already in high school. So this is one of the biggest quote-unquote technology pieces that I created myself was the critical theory and technology playlist well I created the base construct but my co-creating scholars came up with other projects so on this list right here again I created this simple Google Doc where I explain what am I looking for for the week and it's broken up into charge activities, direction, notes and dates that need to be completed this plate this plate doesn't need to help you which is the incoming freshman create various technology-based projects display your understanding of this week's focus theory for this one was ration choice theory and patriarchy theory and politics although there's some strict deadline it allows you to move at your own pace again building on autonomy giving students a control of what they want to learn and what they want to produce and focus on what you need to specialize in like I know some of my students were strong writers they got they wanted to use short paper reflection so they got that out of the way so they could do more fun projects so as the weeks went by I increased the amount of projects they did I can say the students met the challenge so while students were creating their projects my co-creating scholars for each particular day they were assigned came in and acted as extra class support to kind of give the students another student perspective with the theories so this is the reference page of all the material I used to kind of gather my information again it be this was such a fun experience as far as like not being stumped behind a computer all for weeks trying to create a syllabus and print that it works but being able to collaborate with my co-creating scholars and them giving me their perspectives so thank you so much for listening to this video and please feel free to ask my co-creating scholars any questions have a great day