Community Connections (Asynchronous Session)
Non-binary Language in Spanish Language Instruction View Digital Media
Paper Presentation in a Themed Session María Mercedes Fages Agudo, Liana Stepanyan, Goretti Prieto Botana, Carolina Castillo Larrea
This proposal stems from the ongoing international discourse on non-binary identity and the recent shift towards adopting non-binary language on the campus of the University of Southern California (USC) and other universities nationwide. This paper discusses the shift towards adopting non-binary language on the campus of USC, as well as the attempts of the faculty at the department of Latin American and Iberian Cultures to integrate non-binary language in Spanish language instruction. This study discusses the findings of the polls conducted among Spanish learners at USC, as well as the success and the challenges resulting from faculty’s efforts to foster diverse pedagogical and curricular approaches to enhance student learning, encourage critical-thinking, and ultimately promote and celebrate diversity, equity, and inclusion.
Teach Orthography with Social Networks: Spanish Language through Instagram View Digital Media
Paper Presentation in a Themed Session María Pareja-Olcina
Instagram has meant in recent years a revolution in the way in which young people relate to each other and, however, its presence as an educational tool in the area of Spanish Language and Literature continues to have very little presence. Even its use is penalized in many educational centers. In this context, we carry out a proposal for educational improvement through a case study in order to activate motivation about the spelling of students in 4th year of Compulsory Secondary Education. Three mixed groups from a public school (71 students in total) participated in the study. The results of the spelling activity show that the student of these educational levels (14 or 15 years old) is more receptive to integrating spelling when these explanations are made from Instagram. The work we have done is an invitation for teachers to accept the educational potential of social networks as a strategy that improves learning and increases their motivation.
Homeroom Symposium and Calamity Response Level of Senior High School Learners View Digital Media
Paper Presentation in a Themed Session Elymar Pascual
The second semester of the school year 2019-2020 was bombarded with different calamities and pandemic that hamper school days. This study sought to determine the significant difference of calamity response level of senior high school learners of Talangan Integrated National High School, Nagcarlan, Laguna, Philippines. With the conduct of monthly homeroom symposium that dealt with non-academic topics, the researcher measured the relationship of homeroom symposia application and calamity response level of learners. The writing of this research study revolved around the concept of a qualitative approach, in which data came from responses through survey questions provided to 32 Grade 11 learners through social media, in the midst of the quarantine period battling against COVID-19. The questionnaire includes the following parts: learners’ profile, homeroom symposium application, and calamity response level with 3 indicators: reaching out to people, continuous study at home in the midst of calamity, and maximizing time to do productive tasks. It was found out that there is a significant difference in calamity response level in terms of reaching out when checked across family income status. Those who have average family income tends to reach out more than those with below average and above average family income status. Also, it came out that there is a significant relationship between homeroom symposia application and calamity response level in terms of continuous study and maximizing time. Through homeroom symposium, learners’ desire to continue studying at home and develop their potentials is sustained. Recommendations were given to advisers, principals, and supervisors.
Building a Sense of Community in an Asynchronous Online Class : Discussion of a Novel Formative Assessment Strategy with the Goal of Encouraging Meaningful Peer Discussion View Digital Media
Paper Presentation in a Themed Session Alyssa Harben, Laura Bix
Asynchronous, online learning provides many benefits, including convenience and flexibility. However, challenges exist that manifest themselves in self-reported difficulties with focus, and time-management. These challenges can be exacerbated by technology limitations, and lack of engagement by the learning community and have the potential to result in a limited sense of belonging. Therefore, it is important for instructors to develop formative assessments that not only capture student learning and provide opportunities for clarification and correction, but also build community. A novel discussion strategy was implemented in an upper-division, asynchronous, online course (Summer 2020). Students were assigned to synchronous discussion groups of three based on schedule availability. Instructor-authored questions were provided based on weekly content; conversations were recorded by groups and uploaded to the learning management system (LMS). Files were reviewed by the instructor who provided tailored feedback. After the semester’s close, students were invited to complete an adapted version of the ASPECT survey, a measure of student perspective in an active learning classroom, to evaluate the synchronous discussion requirement. Although sample size was quite limited, survey responses and student evaluations correspond with instructor insights which suggest that discussion sessions improved student learning outcomes and increased sense of community. Conclusions: Implementing targeted, synchronous activities designed to reinforce course learning objectives while providing a learning community can improve students’ perception of their own learning and provide beneficial social connections and a sense of belonging, while maximizing the flexibility required in online learning.
Reaching Out to Returning Students Amidst the Pandemic View Digital Media
Paper Presentation in a Themed Session Neliza Pitargue, Danica Trisha Juarez, Alexandra Allyson Nera, Elymar Pascual
Some learners who had untoward experience in life turn out to be school leavers, either by their own choice or through circumstance they did not expect. Returning after a year or more of being out of school is a new beginning for them. This study focused on investigating the experience of returning students amidst time of pandemic. Twelve returning students from grades 8 to 11 became the participant in this study. Through social media connectivity, the researchers provided assistance to them in terms of peer tutoring in different subjects, having to stay at home while doing modular tasks due to COVID 19. Seven qualitative questions were given on a weekly interval for the participants to share their experience and idea on how returning learners can adjust in schooling through the aid of peers, teachers, school, family and community. Data gathered were encoded, processed through word cloud generator, interpreted and analyzed thematically. Themes were developed which surround the concept of peer assistance, teacher intervention, school program, and family and community partnership. The school system should provide safe and motivating environment, practical implementation of curriculum, and positive discipline to create a better ground for returning students. Teachers should generally improve the strategies in providing moral support and showing compassion to returning learners as part of their intervention. Peer encouragement in the form of guidance and assistance academically and morally helps returning learners pursue studies. Parents and community can collaborate in bringing about projects that promote close-family ties and academic assistance as well.
My Sordid Love Affair with Online Teaching: Innovative Pedagogical Strategies for e-Learning from San Diego State University View Digital Media
Paper Presentation in a Themed Session Edith Frampton
Scholars such as Michelle Pacansky-Brock, in _Best Practices for Teaching with Emerging Technologies_ (2017), and James M. Lang, in books like _Small Teaching Online_ (2013), have argued for the advantages of online and blending educational models. Since a world-wide pandemic has now killed well over two million people, their arguments have become even more urgent. This paper makes a strong case for the multitudinous benefits of hybrid and remote teaching and learning as a new normal for colleges and universities internationally post-pandemic. It demonstrates a variety of successful pedagogical strategies deployed from 2018 through 2021 within the Department of English and Comparative Literature at San Diego State University, the flagship campus of the largest and most diverse public university system in the U.S. It illustrates how successful face-to-face teaching and learning techniques in the Humanities can be adapted to synchronous and asynchronous e-learning models. It also explores innovative and motivational new paradigms to “flip the classroom,” such as lectures with embedded, low-stakes quizzes. It covers specific strategies for empowering students, building community, offering flexibility, and accommodating learning differences. These include Digital Humanities projects, collaborative classroom debates, a “Ted Talking Shakespeare” assignment, and more, through using common and accessible tools such as Zoom, Canvas, Blackboard, and Wordpress.com. Its examples come from the discipline of literature but are applicable to a wide range of other educational fields.
