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Posts Tagged ‘BYOD

Using Mobile Devices and Technology to Enhance Emotional Intelligence

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I often start my blogs with a rationale for how and why I teach the way I do.  Here are a few related to the activity I describe in this post.

  1. Classroom activities should be authentic, engaging, and student-centric.  Students can learn the theory on their own time using the textbook and media (PPTs, Slidehares, Videos).  Face-to-face class time should be spent on having students experience the concepts.
  2. Classroom activities can and should be continually tweaked to reflect the current out-of-class environments, culture, and society-at-large.  Currently, I am asking myself, “How can I integrate the mobile devices that my young college students are using in their own lives into our learning activities?”
  3. Along with my goal of continuous improvement of learning activities comes the desire and need for continuous reflection.  I view it as an informal type of action-research which includes my observations and student written reactions to and reflections about the class activities.

The Activity:  Using Mobile Devices to Create a Personalized Feeling Chart

Students were introduced to the feelings cards by selecting the cards that matched their feelings at that moment  . . .

In small groups, students selected 10-15 feelings cards and set up scenarios that represented each of feelings selected.  They used their own mobile device to take photos of these images  . . .


The photos were directly upload to Flickr via an email.  The full process is described by Lisa Nielson in Using Flickr to Collect Images Captured on Cell Phones.

As you can see the uploaded images created a personalized feelings poster.  Students were provided with scenarios and asked to locate on the Interactive White Board which of these displayed images that they created best represented how they would feel in that situation.

Instructor Reflections

  • This class meets once a week from 6 to 9:40 PM.  Most of the students are within the 18-20 age group.  Because it is an evening course and many of the students work, they are tired when they come to class.  As I stated above, I do not use our time together to lecture.  The first half of this night’s class was used doing some self-assessments and large group discussion.  Student interest faded in and out with some students being more actively involved in the discussions.  The activity described above was introduced about midway through the class.  The energy level of the students rose dramatically, all students engaged, all laughing, smiling and enjoying themselves and what they were doing.  Was it the small groups?  The fun activity? The use of their mobile devices to take photos?  Seeing themselves projected on the big screen?
  • The second major observation – more of an “aha” was related to the devices the students were using.  Most had cells phones, a few had laptops.  These students, as a group, are classified as lower income students.  None of their devices had the capability to download apps.  What this says to me as the educator is that when I am designing activities that use the students own devices in my BYOD classroom, that they cannot include the use of apps.  They have camera, email, texting, internet capabilities, but no way to use apps.  Interestingly, as I was thinking about this today, a related article was posted on Edutopia Should We Be Concerned About an “App Gap”?  by Audrey Watters.

Student Reflections

Students post their reactions to class activities each week via our class Facebook Page. Here are some reflections about the emotional intelligence activities:

We picked out about 8 emotions in groups and went around the school to take pictures of ways to describe those emotions. I had a lot of fun with this project.  It was fun to work together and be creative while finding ways to explain emotions. After that we got to play a board game which was also a lot of fun. I really enjoyed this class.

We also got to take pictures of different emotions and put them into a slideshow that we later used for a game. I think that we all learned a lot about each other from our photos. I, for one, had an absolute blast making these and getting to hear everybody else’s emotional experiences.

We also got into groups and had to use the emotions card and go around and take a picture of them to display them. I  had so much fun doing this. I think that if we all really talked about our emotions, we would know how to control them very well.

Written by Jackie Gerstein, Ed.D.

October 29, 2011 at 2:43 pm

An Instructional Activity: Student-Produced Viral Videos

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I implemented my plan to have my undergraduates (mostly 18 to 20 year old students) create “viral” videos for one of our in-class activities.  The first part of this post is geared towards educators and administrators.  It provides a rationale for this type of learning activity.  The second part describes the characteristics that help define a viral video so that these attributes can be presented to the students.

Young People’s Use of YouTube

The rationale for this activity is based on How Teens Use YouTube & Social Media: The Online Generation Gap:

  1. Teenagers today see online video as a normal every-day type of activity.  During middle school and high school years, YouTube is always a hugely popular platform. Most teens consider it to be the “normal” way of watching video (as opposed to television). Certain YouTube videos would take the younger generation by storm; they’d be talked about in the hallways of schools to even the dining table at home. It’s just about impossible for teens to remember the days before YouTube and other online video websites.
  2. Teens Share More Videos Than The Older Generation. Teenagers consume these videos as they would gossip and TV shows and magazines – whatever video makes an impression on them, they share.
  3. Creating videos for this generation comes as naturally as creating an essay in school. Teenagers are not only creative; they are very impressionable. They express their findings in life both verbally and visually, through all means of technology.

Encouraging Communication, Collaboration, Critical Thinking, and Creativity

Given these “knowns”, asking teen and young adult students to produce their own videos related on the content begin covered in class should facilitate an engaging and authentic learning activity.  This learning activity also addresses some of the 21st Century Learning Skills:  the 4 Cs – communication, collaboration, critical thinking and creativity – as proposed by Ken Kay (via Edutopia) and the Partnership for 21st Century Learning.  P21 & FableVision collaborated to release an animated film about the 4 Cs:

Assignment – Producing a Viral Video

My young adult students will not be interested in any of the above information.  This is provided for educators and administrators to gain an understanding regarding how and why integrating the production of videos can enhance learning.  They will be interest in the characteristics of what makes a viral video.

  • Make them laugh.. or cry. The best way to compel someone to send a video to friends and family is to stir up emotion, whether it’s laughing or crying. There are some common traits among the most viral videos — “music, dancing, attractive women, Candid Camera-style pranks, children and topical and political references’ (Lauren Dell).
  • Keep it short and snappy.  A video needs to be easily “consumed by a multitasking generation” — viewers shouldn’t have to watch a long-form video to get the joke. “Keep your clip or video short, interesting, edgy and give us a surprise that makes us want to forward it to our friends” (Lauren Dell).
  • Surprising Contrast.  When we see two things that don’t normally belong together, and someone finds a way to make them belong, the reaction it creates is one of surprise. For example, Big guy with a little voice; small girl with big voice – Do you remember the little girl who sang opera on YouTube and how quickly her videos spread? (Jim Chao)
  • Three things every video should have:
    • Authenticity
    • Connection—humorous (The Annoying Orange), touching (Transcending), or surprising (Susan Boyle).
    • Visceral—We’re all really, REALLY busy.  Unless we’re moved on a gut level, we won’t forward anything (L. Drew Gerber).
  • Include one or more of the following as viral videos tend to include these types of content:
    • Pranks
    • Dancing
    • Music
    • Children
    • Political humor
    • Song parodies
    • Video blogs
    • How to (Eric Olson)


These suggestions were presented to my interpersonal communications students (18 to 20 years old) along with the desirable content – to demonstrate via different types of nonverbal behavior as presented at Nonverbal Modes. They worked on these in small groups during class time.  Here is one example:


The results are not that great as you can see but the students were engaged (quite difficult with this particular class of young college students) and they learned about nonverbal behaviors.

. . . and this parting shot of a short clip written and produced  by my gifted students from a few years back.

Written by Jackie Gerstein, Ed.D.

October 26, 2011 at 9:23 pm

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