Asynchronous Lessons and App Smashing

Location: Room 007AB

Explore and create Preregistration required.

Registration code: B422

[Explore and create : BYOD]

Wednesday, June 28, 12:00–1:00 pm
Location: Room 007AB

Rachelle Poth  
Explore how to create different learning opportunities for students to complete anytime and anywhere by designing an asynchronous lesson or app smash with an interactive lesson. Engage students, enhance creativity and have fun discovering how to use these tech tools to drive learning.

Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: PC, Chromebook
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: A Google Document link will be shared prior to session which will include links and an overview.
Creating a Blendspace account would be helpful, also being able to log in to use Nearpod and Formative with a Google account would work, but not necessary. Additional tools will be used.
Focus: Digital age teaching & learning
Topic: Innovative learning environments
ISTE Standards: Teachers : Design and develop digital age learning experiences and assessments
Teachers : Facilitate and inspire student learning and creativity
Students : Empowered learner
Related exhibitors: GoAnimate , Quizizz Inc. , Kahoot! EDU, Inc. , Swivl, Inc. , Flipgrid , Edmodo , Nearpod , Buncee

Digital tote resources

Proposal summary

Purpose & objective

I wanted to find ways to offer the opportunity for students to take advantage of learning outside our classroom, working through a unit plan and giving them the chance to decide when and where to complete the lesson. It was important for me to create and include all parts of the traditional classroom instruction, but to develop a more innovative and creative way of doing this. I wanted to learn more about their interests and provide different ways to deliver instruction, that would meet student needs, scheduling, and also enable students to become more independent and self-driven in their learning and develop the necessary content area skills as well as build technology skills in the process. As a foreign language teacher, with extended breaks from school, or student absences, I wanted ways to make the learning and tools available. I used Edmodo and a messaging app to keep students informed, but I decided to create an asynchronous lesson, for covering a specific theme, keeping students engaged and accountable for the work. Since students would be completing the lesson on their own, at their own pace without my guidance through each step as in the case of traditional classroom or a synchronous lesson, it required me to anticipate any questions or issues in advance and include these areas in my plan and development. Therefore in designing the lesson, I wanted each phase of the traditional lesson, but had to make sure I was careful with the amount of instruction and activity/tool types, because students would be completing the tasks on their own and would need the guidance in place when they start. So in preparing an asynchronous lesson requires a great deal of preparation, but with a specific format such as creating a Google Site, or using a tool like Blendspace or Even Padlet, or a Piktochart, you can create an asynchronous lesson with steps for students to follow, and a way to connect with you when they have questions.
In my first experience, I ultimately decided that creating a website would be the best for providing one place for students to access and work through each step in the lesson and have all of the links and directions available. It is also nice to have the ability to include hyperlinks to external websites but also to connect the students to each part of the lesson and then guide them to the next step. I also created a Blendspace Lesson to be used as well, with each of the steps in the lesson. I continued to work through each of the steps on my own and revised the wording for each step to be clear and avoid misunderstandings, and took on the role of student. Each time I worked through the whole lesson I reflected and made changes to be sure that the students would not have any issues when working through each of the parts of the lesson.
I included a variety of tools which offered direct instruction, guided practice, assessment, reflection, project, learning and review activities, a screencast and final survey for students to give some feedback to me.
I like that an asynchronous lesson in this manner offers accountability because students work through each step, post or reply,in some activities there is a date and time stamp, so it provides information telling whether each student followed the lesson in order and helps guide our next steps.
It is beneficial to create these types of lessons, they provide a different learning experience that does require a lot of preparation, but the lesson can also be used for other classes or same class in different formats. Students taking the course or participating in a lesson can fully benefit from the content that is being delivered. The tools used included Google Sites, Voice Thread (where I presented the lesson and gave some tips), Zaption or Playposit, Socrative, Quizizz and Quizlet, Piktochart, Camtasia for screencasting, Padlet, Edmodo, Celly, Blendspace VoiceThread and Riddle.
Students worked through each step, which was listed and linked on the main webpage, instructions were listed on each page with hyperlinks to relevant sections or external resources.
An overview was given, students had 2 weeks to work through the lesson, with some guidelines provided to give an idea of how to progress and time involved.
Results of the final survey were positive, students enjoyed the chance to decide when and where to complete the lesson, to work at their own pace and liked the mix of new tools and chance to create and share.
Participants will learn how to create an asynchronous lesson, some of the tools or apps that can be included and how to structure a lesson flow. Participants will walk away with new ideas for creating asynchronous lessons or app smashing, be able to integrate new tools in new ways, and provide creative and innovative learning experiences for teachers and students.
This is also something that could be applied to create a synchronous lesson.

Outline

I will briefly talk about how I set up the lesson, the tools that I used and why I decided to try it with my Spanish I class. I will show the Google Site and Blendspace Lessons that I created and briefly explain the tools used for each step in the process, feature each tool used and how it was delivering the lesson and share student responses and feedback. The introduction would be approximately 10 minutes. I will share additional tools that can be used for providing blended learning and asynchronous lessons, as well as tools to use for App Smashing. For the session I will have some sample assessments, games and discussion tools to share so that attendees could try each and understand the benefits and possible uses for it.
Peers would have time to interact and share ideas, a good portion of the session will be spent seeing examples and trying some of the interactive tools, having conversation, brainstorming ideas of how students or even teachers can benefit from these types of classroom lessons or applicability to professional development trainings as well.
There will be device based activities to work through and see how each hyperlink directs students to the next section, how to find the information, and games will be included as part of the lesson and app smashing experience.
Time will be reserved for questions and feedback and resources shared through a Google document, links to presentation materials and lists of tools and possible uses. Reflection on experience, conversation, will engage the audience with stories of students' initial perceptions of this, and the final results and impressions. Images and other resources shared to provide a clear picture of how this experience went and its benefits.
I will gear the session toward the interests of those in the room, will share a survey at the beginning of the session to get a quick overview of interests and experience with some of the tools.
Possible tools include Nearpod, TES Teach Blendspace, Buncee, Playposit, Formative, Piktochart, EDPuzzle, Quizlet, Quizizz, Flipgrid and Recap, Padlet and others. Additional resources and information will be available, to help with Blended Learning experiences, assessment tools, differentiation, tech integration.

Supporting research

I recently completed the Masters Program in Instructional Technology and through the coursework, had a lot of opportunities to learn about integrating technology and best practices. We focused on instructional methods and techniques for engaging students and factors which increase motivation and develop a social presence within students. Most recently I conducted an independent study as part of my Graduate coursework focused on Student engagement, motivation and social presence, with focus on research and findings by Dornyei, Ryan and Deci, Skinner, Ertmer, Gagne, and others. Studying student interactions, engagement and motivation, having their feedback and involvement, provided a lot of beneficial information and I have used this to help create a positive learning environment for my students, in which they have input into our activities. After having students create their own lessons, I asked for their reflections, some of them wrote blogs about the benefits and how it was a positive experience for them.
As part of my Masters in IT program, I researched emerging technologies, stay current with information related to educational technology and integration. As part of my Masters in IT program, I researched emerging technologies, stay current with information related to educational technology and integration. I have experience with the TPACK Framework, SAMR, and continue to build my knowledge through my PLN and reading book. I actively read books related to diverse areas of teaching and learning, and have read books including: Teach Like a Pirate, Learn Like a Pirate, Launch, PersonalizedPD, the Innovators Mindset, Hacking Leadership, What Connected Educators Do Differently, Digital Leadership, Blended: Using Disruptive Innovation to Improve Schools by Michael B. Horn, Heather Staker, Clayton M. Christensen; Differentiated Instruction by Deborah Blaz; Flipped Learning Gateway to Student Engagement by Jon Bergmann and Aaron Sams, Make, Learn, Succeed by Mark Gura; Tech Out Your Class by Amy Prosser; The Global Educator by Julie Lindsey; Field Guide for PBL by Suzie Boss and Jane Krauss and Digital Citizenship by Mike Ribble; Mobile Learning Implementation by Carl Hooker, (ISTE books), Creating Innovators by Tony Wagner; Creative Schools by Sir Ken Robinson; Inquiry and Innovation in the Classroom, Pure Genius by Don Wettrick. I also stay up to date through educational and technology websites and blogs. And focus on new areas of research and information related to the ISTE standards and student success. I work to stay informed of new opportunities to provide for my students.
I refer to the Bucks Institute for information on project based learning and also rely on information provided through additional ISTE publications and participate in Professional Development webinars and Twitter chats to continue to learn and share ideas.
I regularly read EdSurge, Edutopia, TeachThought, MIndshift, EdTech Roundup, Getting Smart, EdWeek News and several other blogs and resources to stay up to date. I focus on reviews and resources through Common Sense Education and ISTE Publications and Resources.

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Presenters

Rachelle Poth, Rivervew Junior Senior High School

I teach Spanish and STEAM. I am an attorney and have a Master’s Degree in IT. I am Communications Chair for ISTE MLN, President-Elect and Innovations and Resources Co-Chair for Teacher Education Network, PAECT Historian. I was selected as 2017 Outstanding Teacher of the Year by PAECT ( ISTE affiliate). I was named one of “20 to Watch” leaders by NSBA. I am a Common Sense Educator, Buncee Ambassador, Edmodo Certified Trainer, Nearpod PioNear, TES Ambassador as well as several others. I wrote chapter 3 of Edumatch “Snapshot in Education”, on Blended Learning and Chapter 6 of ISTE’s “Gamify Literacy”.


Technology-charged
learning starts here

San Antonio

June 25-28, 2017

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