Integrating 4Cs into Instructional
Activities with Tablets
Drs. Candace Chou and Sarah Noonan
School of Education
University of St. Thomas, Minnesota
EDUCAUSE 2013
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C. Candace Chou, Ph.D.
• Associate Professor in
Learning Technology
• Research interests:
pedagogy of emerging
technologies, mobile
learning, learner
interaction
• ccchou@stthomas.edu
2
Sarah J. Noonan, Ed.D.
• Associate Professor in
Leadership, Administration
and Policy
• Research interests: leadership,
peer reviews of teaching,
professional development and
supervision, and “engaging
pedagogy” (K-12 and higher
education).
• Author of several
articles/books on leadership
and teaching, including How
Real Teachers Learn to Engage
All Learners (2013).
• sjnoonan@stthomas.edu
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University
of St.
Thomas
Quick Facts:
• Comprehensive Liberal
Arts University
• Founded in 1885
• 11,000 students
(graduates &
undergraduates)
• Student-faculty ratio:
15:1
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College of Education, Leadership, & Counseling
• Accredited, reputable programs
• Personal attention & practical
skills
• 1,500+ students
• Doctorates in Leadership,
Organization Development
• http://www.stthomas.edu/celc
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Workshop Goals
• Become familiar with current research on mobile
learning
• Reflect and update knowledge on the best practices
• Generate new ideas with 4Cs activities through
collaboration
• Co-design mobile learning activities
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Activity 1
• Share your experiences in utilizing tablets
for learning or faculty development
– Discuss with a partner
– Share the name of at least one useful app
and then briefly describe how/why you use
it for learning:
http://Todaysmeet.com/educause13
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Some Assumptions
•
Technology changes the way teachers and students learn. Tablets and
applications provide a portable platform for learning and allow greater
access to learning resources and activities in F2F, blended, and online
classes.
•
Twenty-first century skills support the acquisition and application of
disciplinary content to real-world problems.
•
Twenty-first-century learning skills, such as the 4Cs, including
communication, collaboration, and critical and creative thinking, support
the development and capacity of autonomous and collaborative life-long
learners in a global society.
•
Integrating the 4Cs into instructional activities with tablets requires good
design skills and effective selection and use of technology tools and
applications to support learner-centered practice.
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The 4Cs: Critical Thinking, Communication,
Collaboration, & Creativity
(Partnership for 21st century learning, n.d., ¶ 1)
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Based on more than 25 mobile learning
projects and research results, Schuler’s
(2009) summarized five benefits of mobile
learning. Rate the degree to which these
uses of mobile learning occur in your
organization.
Respond at http://pollev.com/ipads
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What other uses of mobile
learning exist in your
workplace?
Respond at http://pollev.com/ipads
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Why Tablets
• Increased collaboration, communication,
creativity, and critical thinking (McConnell &
McConnell, 2011)
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Why Tablets
• Better learning transfer (Gertner, 2011)
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Why Tablets
• Frequent and easier access to course
materials (Shepherd & Reeves, 2011)
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Why Tablets
• Reducing digital divide and better
communication between students and
teachers (Vagoner, Hoover, & Ernst, 2011)
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The 4Cs and 21st Century Learning
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“Padlet” Wall
Visit http://goo.gl/ZnOjS2 for links to your groups
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How to Incorporate 4Cs
http://www.symbaloo.com/mix/4cs
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TodaysMeet
http://Todaysmeet.com/educause13
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CoggleIt
https://coggle.it/
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MindMup
http://www.mindmup.com/
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Edmodo
https://www.edmodo.com/ (group code: vdu52u )
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Wikibrains
http://wikibrains.com/
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Educreations
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VoiceThread
http://voicethread.com/share/4882363/
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Skitch
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Pic Collage
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Haiku Deck
29
Recap
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Designing A 21st Century Sandwich
(adapted from Noonan, 2013)
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SEVEN DESIGN STEPS
1. Select disciplinary concepts/themes.
1. Match concepts with a global issue.
1. Locate multimedia content.
1. Add content “tiles” to Symbaloo webmix.
2. Design active learning activities, using the 4Cs and
technology to upgrade (Jacobs, 2010) the curriculum.
3. Share and reflect on learning and generate ideas for social
action.
4. Evaluate content learning and the 4Cs.
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3. Locate multimedia content
4. Add content “tiles” to Symbaloo webmix
http://www.symbaloo.com/mix/4c4natives
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5. Design active learning activities, using the 4Cs and
technology to “upgrade” (Jacobs, 2010) the curriculum.
American Indian Museum: http://nmai.si.edu/home/
Locate and select Native American art images (use a “grab tool” and
cite source of images) to illustrate how art expresses cultural beliefs
and values. Identify the dominant themes found in your collection
of images and use Pic Collage to share the images and themes in a
poster format. Upload your Pic Collage to Edmodo and write an
“annotated” description of your collage in the designated space. An
annotation provides a brief summary of the content.
See more examples on pages 4-5 in the handout.
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The 4Cs
Communication, as a process, communicators send and receive messages with accuracy and
sensitivity to express ideas and gain understanding (Johnson & Johnson, 2013). As a product,
communication involves individual or group expression of ideas, positions, proposals, or inventions,
using various channels of communication and multimedia formats.
Collaboration involves a commitment to work skillfully with others in groups. Collaborators create
effective groups by (1) establishing goals, (2) sharing ideas and workload, (3) serving as facilitators
and contributors, (4) sharing power and decision making, and (5) engaging in productive conflict
(see Johnson & Johnson, 2013, pp. 24-26).
Critical thinking involves (1) “hunting assumptions,” (2) “checking assumptions,” (3) “seeing things
from different viewpoints,” and (4) “taking informed action” (Brookfield, 2011, pp. 11–
12). “Critical thinking and reflection allow us to detect misconceptions and underlying problems as
well as see new opportunities in practice” (Noonan, 2013, 177).
Creative thinking tools, strategies, and models allow us to “go beyond conventional thinking and
arrive at creative (novel and useful) solutions” (Creative Problem Solving, n.d., ¶ 2). Practical tools,
such as SCAMPER (substitute, combine, adapt, modify, put to another use, eliminate, and reverse;
Eberle, 1997) invite alternative approaches to problem solving and innovation.
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6. Share and reflect on learning and generate ideas for
social action.
7. Evaluate content learning and the 4Cs.
After completing your project(s), write a critical reflection (250-500
words) in your journal regarding how the preservation of culture
represents a human rights issue for indigenous people. Suggest at
least three ideas for social action in your community and include
your ideas in your journal space.
Complete a self-assessment checklist and describe your
contributions to the group project. Provide examples of you
contribution (text, images, editing, etc.).
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A 21st Century Design
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EDUCAUSE Design Task
Explore the Native American history webmix and add at least
one new learning resource to the webmix, using Wikibrains to
locate interesting content. Add a new resource “tile” to the
Symbaloo mix. Next, design a small group learning activity to
explore the content, featuring the 4Cs and technology.
Describe your idea in a few sentences (follow pattern on pages
5-6 in the handout), emphasizing active student learning. Share
you idea in the designated space in Edmodo.
Does your learning idea emphasize at least one or more of the
4Cs, use technology for collaborative learning, and attract
students to learning? Meet with colleagues in a small group to
discuss your idea.
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Seven Design Steps: A Quick Review
1. Select disciplinary concepts/themes.
2. Match concepts with a global issue.
3. Locate multimedia content.
4. Add content “tiles” to Symbaloo webmix.
5. Design active learning activities, using the
4Cs and technology.
6. Reflect on learning and generate ideas for
social action.
7. Evaluate content learning and the 4Cs.
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References
Brookfield, S. (2011). Teaching for critical thinking: Tools and technique to help students question their
assumptions. San Francisco: Jossey-Bass.
Creative Problem Solving (n.d.). Creative problem solving. Retrieved from
http://creativeproblemsolving.com
Gertner, R. T. (2011). The effects of multimedia technology on learning. MS, Abilene Christian University.
Retrieved from http://www.acu.edu/technology/mobilelearning/documents/research/effects-oftechnology-on-learning.pdf
Jacobs, H. (2010). Upgrading the curriculum. In H. Jacobs (Ed.), Curriculum 21: Essential education for a
changing world (pp. 18–29). Alexandria, VA: Association for Supervision and Curriculum
Development.
Johnson, D., & Johnson, F. (2013). Joining together: Group theory and group skills (11th ed.).Boston, MA:
Allyn &
Bacon.
McConnell, B., & McConnell, S. (2011, June 26-29). Mobile devices in a project- based physics classroom:
Developing NETS-S in students. Paper presented at the International Society for Technology in
Education (ISTE) conference, Pennsylvania, PA.
Noonan, S. J. (2013). How real teachers learn to engage all learners. Latham, MD: Rowman & Littlefield
Press.
Shuler, C. (2009). Pockets of potential: Using mobile technologies to promote children's learning. NY, New
York:
The Joan Ganz Cooney Center at Sesame Workshop.
Shepherd, I. J., & Reeves, B. (2011). iPad or iFad – The reality of a paperless classroom. Retrieved
from http://www.acu.edu/technology/mobilelearning/documents/research/ipad-or-ifad.pdf
United Nations (n.d.). Global issues. Retrieved from http://www.un.org/en/globalissues/
Resources
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Educause workshop resources: http://goo.gl/ZnOjS2
Symbaloo links to apps & websites: http://www.symbaloo.com/mix/4cs
Symbaloo link on Native Americans:
http://www.symbaloo.com/mix/4c4natives
Edmodo: http://edmo.do/j/yx9z6d
Bloom’s Digital Taxonomy,
http://edorigami.wikispaces.com/file/view/Bloom%27s+quicksheets.pdf
Pedagogy Wheel, http://edudemic.com/2013/05/new-padagogy-wheelhelps-you-integrate-technology-using-samr-model/
Apps in Education, http://appsineducation.blogspot.com/
APPitic, http://appitic.com/
TeachingApps, http://www.teachingappz.co.uk/
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