Using Social Mindtools as a New Instructional Approach

Date
2013-04-18
Authors
Souza, Jayneen
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Menchaca, Mike
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TCC
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Abstract
This paper documents the results of an action research study focused on evaluating the effectiveness of using Webspiration, a visual learning Web 2.0 social mind-tool, to foster collaboration among ninth and tenth grade geometry students in a private high school in Hawaii. Field notes and observations, daily reflections, a whole group discussion, and a post attitudinal survey were used to collect data. Students applied proven learning methods such as webbing, mind-mapping, and diagramming to plan and organize ideas, visually communicate concepts, gather and keep track of research information, and think through projects and assignments. Classroom observations and feedback revealed that students were initially receptive and positive towards using an online tool to collaborate anytime anywhere; however, challenges with navigating through the menu bar and building content in real-time decreased motivation and intrinsic engagement. Future plans call for an increase in instructional class minutes to explore and navigate through unfamiliar software as well as to revisit the instructional approach. Despite several setbacks, this action research yielded valuable feedback that could assist the researcher and other educators in the integration of visual learning Web 2.0 social mindtools throughout various content areas.
Description
This action research project was conducted as part of my Master’s final project and presented at the 18th Annual TCC conference.
Keywords
mindtools, social mindtools, action research, geometry, Web 2.0 tools, online collaboration
Citation
Souza, J.K. (2013, April 18). Using Social Mindtools as a New Instructional Approach. PowerPoint presented at the 18th Annual Technology, Colleges, and Community Worldwide Online Conference.
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10
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Please see the Creative Commons license for this item.
Attribution-NonCommercial-NoDerivs 3.0 United States
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