Presentation given to all attendees at the 2009 Utah American Sign Language Teachers Association Conference. Presentation discusses how there is a disconnect between learning expectations and student learning behaviors in ASL classrooms and offers possible brainstorming ideas for collaborative classrooms, evaluation activities, and technologies.

1. Cognition and
Social Media:
Blended Learning Strategies in the ASL Classroom
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

2. What I hope to cover in
forty-five short minutes:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

3. • what are we trying to teach? to test?
• what should we be trying to teach?
or what are best-practice approaches to
levels of cognition?
• statistically, what are students doing in 2009?
• traditional lecture vs. blended learning
• how can modern ASL teachers better
leverage social media in the classroom?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

4. Actual ASL/interpreting
test questions:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

5. 22 . Who should you learn
ASL from?
a. Deaf person
b. Hearing person
c. Skilled signer
d. both a & c
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

6. 9. What is this sign?
a. CAT
b. FATHER
c. DEAF
d. none of the above
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

7. 26. Who does the Code of
Ethics protect?
a. The d/Deaf person
b. The hearing person
c. The interpreter
d. All of the above
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

8. What are we evaluating?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

9. Cognition or testwiseness?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

10. What type of cognition are
we aiming for?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

11. Bloom’s Taxonomy
(1956, revised 2001)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

12. higher order
learning
lower order
learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

13. creating
evaluating
analyzing
applying
understanding
remembering
(Anderson & Krathwohl, 2001)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

14. remembering
recognizing, listing,
describing, naming,
identifying, locating,
finding
bullet pointing,
highlighting, social/
bookmarking,
searching, Googling
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

15. understanding
interpreting,
summarizing, inferring,
paraphrasing,
classifying, comparing,
explaining
advanced searching,
blog journaling,
tagging, commenting,
annotating, subscribing
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

16. applying
implementing, carrying
out, using, executing,
showing, exhibiting
running, loading,
playing, operating,
hacking, uploading,
sharing, editing
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

17. analyzing
comparing, organizing,
deconstructing,
attributing, outlining,
finding, structuring,
integrating
mashing, linking,
reverse engineering,
cracking
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

18. evaluating
checking,
hypothesizing, critiquing,
experimenting, judging,
testing, detecting,
monitoring
b/vlog commenting,
reviewing, posting,
moderating, α/β testing
networking,
collaborating
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

19. creating
designing, constructing,
planning, producing,
inventing, devising,
making
programming, filming,
animating, video/
blogging, re/mixing,
wiki-ing, publishing,
video/podcasting
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

20. What type of cognition are
we aiming for?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

21. notional vs. functional
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

22. “sign X = spoken word Y”?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

23. not functional; doesn’t
teach how or why, only what.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

24. L2 learners really want
functional knowledge of L2
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

25. “How do I order a
hamburger?”
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

26. “What’s the sign for
‘hamburger’?”
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

27. creating
evaluating
analyzing
applying
understanding
remembering
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

28. creating
evaluating
analyzing
applying
understanding
remembering
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

29. Traditional lecture approach
synchronous
=
what
lower order
Teacher where who Student(s) learning
notional
cognition
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

30. Blended learning approach
0110110
a/synchronous
=
why
how higher order
Teacher Student(s) learning
functional
cognition
0110110
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

31. teacher/facilitator +
technology(ies) +
asynchronous learning
possibilities
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

32. Teacher leverages
face-to-face time for
functional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

33. Students can work
asynchronously for
both functional and
notional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

34. Your students already
work this way.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

35. 70% females vs. 57% males
on social network sites
(Pew Internet & American Life Project, 2004)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

36. 74% adults, 93% 12–17
year olds use internet
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

37. 71% of 12–17 year olds
use cellphones
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

38. 69% using cloud
computing/internet apps
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

39. 64% of teens
create online content
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

40. Most teens receive and
expect feedback on the
material they post.
(Pew Internet & American Life Project, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

41. Social media tools offer the
opportunity to solicit
feedback and shape
critical conversations.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

42. creating
designing, constructing,
planning, producing,
inventing, devising,
making
programming, filming,
animating, video/
blogging, re/mixing,
wiki-ing, publishing,
video/podcasting
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

43. Higher order learning =
greater student retention
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

44. Look at what’s out there now.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

45. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

46. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

47. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

48. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

49. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

50. Is this what you want your
students copying, emulating,
and learning from?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

51. What is the social web or
social media?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

52. Social constructivism
Vygotsky
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

53. Social groups collaborate
to create a culture,
knowledge, and learning
artifacts for each other
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

54. Evolution of
Internet discourse:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

55. Web 1.0 (~1999) Web 2.0 (~2005)
read only (passive) read write (participative)
“professional” packaged “amateur” collaborative
content content
limited user experience rich user experience
isolated social
control; locked down community trust
owning sharing
personal websites blogs
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

56. What kinds of device
technologies?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

57. Traditional
desktop/laptop
personal
computer
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

58. traditional/
enhanced
cell phones
iPhone
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

59. gaming hybrids
3G phones
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

60. Internet usage represents a
major shift in educational
psychology and pedagogy.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

61. “...[O]n campus, there is fundamental
challenge to...the model of pedagogy.
Specifically, there is a widening gap
between the model of learning offered
by many...universities [schools] and the
natural way that young people who
have grown up digital best learn.”
(Tapscott, 2009)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

62. If we’re not familiar with or
using these tools, we’re not
connecting with students.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

63. What blended learning
strategies/approaches could
work in an ASL classroom?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

64. Depends on what level of
learning we’re aiming for.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

65. We finally have four-
dimensional learning artifacts.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

66. Video. Video. Video.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

67. Asynchronous activities:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

68. Vlogs (for assignments, quizzes, or tests)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

69. Storytelling Development
• Pre-select learning objectives
• Based on learning objectives, create rubric for
grading (“must include X and Y story/prosodic
elements,” “must be about topic X or Y,” etc.)
• Assigns students a topic and a timeframe to
complete the assignment
• Students produce and post 2–5 min vlogs
• Arrange immediate feedback loop
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

70. “Reading” Comprehension
• Pre-select learning objectives
• Based on learning objectives, create rubric
for grading (“must include X and Y linguistic
elements,” “must demonstrate X and Y
prosodic attributes,” etc.)
• Teacher produces story (targeting specific
linguistic or prosodic aspects)
• Students retell/create the story in a vlog
• Arrange immediate feedback loop
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

71. How is this beneficial?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

72. • multiple opportunities for producing/ why
how
creating functional language
• allows for consistent evaluation by use of
rubric for assignment, can give specific
feedback/recommendations for additional
work in X, Y, and Z areas
• takes advantage of canvases on which
they’re already used to producing
• entertaining and fun
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

73. • allows for broad creativity within specifications
of the assignment
• less overhead (students produce
artifacts, not teachers)
• allows teachers to view micro/macro trends
(what is consistently accurate/not accurate)
• focuses teachers on scaffolding,
not fingerpointing
• builds higher level functional learning
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

74. What are the constraints?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

75. • prohibitive access to technologies
(webcams, broadband internet, etc.)
• prohibitive access to social media/
networking sites: YouTube, Facebook, etc.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

76. Collaborative classrooms
(for assignments, quizzes, tests, community)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

77. facebook.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

78. ning.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

79. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

80. google.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

81. ASL101 Homepage
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

82. How is this beneficial?
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

83. • multiple opportunities for producing/ why
creating functional language how
• students already used to producing
materials in this way
• entertaining and fun
• allows for broad creativity
• less overhead (students produce
artifacts, not teachers)
• offers opportunities to solicit feedback
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

84. Testing and evaluations
(for assessing knowledge, constructing
opinions, observing)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

85. docs.google.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

86. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

87. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

88. edublogs.org / blogger.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

89. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

90. wikispaces.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

91. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

92. Synchronous activities:
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

93. acrobat.com
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

94. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

95. Ideas for Adobe Connect Now:
• Take a virtual fieldtrip to Gallaudet University
• Create a signing study group
• Use for mentoring opportunities
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

96. Skype
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

97. SightSpeed
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

98. ooVoo
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

99. tokbox
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

100. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

101. Your students have
already shifted to learning
this way.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

102. Education is not the
filling of a pail, but the
lighting of a fire.
(William Butler Yeats)
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

103. Let the brainstorming begin.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

104. Thank you.
dstringham@gmail.com
twitter.com/stringd
linkedin.com/in/dstringham
doug.stringham.net/uvuasl
delicious.com/dsasl
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

105. Churches, A. (2007). Edorigami, Bloom’s
taxonomy and digital approaches. http://
edorigami.wikispaces.com/Bloom%27s+and
+ICT+tools.
Anderson, L.W., & D. Krathwohl (Eds.) (2001). A
taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational
objectives. Longman, New York.
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham

106. Madden, M. Eating, Thinking and Staying Active
with New Media. Pew Internet & American Life
Project, June 2, 2009, http://www.pewinternet.
org/Presentations/2009/15--Eating-Thinking-
and-Staying-Active-with-New-Media.aspx,
accessed on June 3, 2009.
Tapscott, D. Higher Education Is Stuck in the
Middle Ages—Will Universities Adapt or Die Off
in Our Digital World? Retrieved 16 June 2009
from http://www.alternet.org/module/
printversion/140703
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham