Providing)Remote)STEMTutoring)to) Deaf/Hard8of8Hearing)Students) Using)Google+Hangouts ... ·...

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Providing Remote STEM Tutoring to Deaf/HardofHearing Students Using Google+ Hangouts April 30, 2015 AusFn Gehret, Assistant Professor, NTID Science & MathemaFcs Lisa Elliot, Senior Research ScienFst, NTID Center on Access Technology

Transcript of Providing)Remote)STEMTutoring)to) Deaf/Hard8of8Hearing)Students) Using)Google+Hangouts ... ·...

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Providing  Remote  STEM  Tutoring  to  Deaf/Hard-­‐of-­‐Hearing  Students  

Using  Google+  Hangouts    

April  30,  2015                                                        AusFn  Gehret,    

Assistant  Professor,  NTID  Science  &  MathemaFcs  Lisa  Elliot,  

Senior  Research  ScienFst,  NTID  Center  on  Access  Technology  

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 PresentaFon  Agenda  

   •  Overview  of  the  Deaf  STEM  Community  

Alliance  project  •  Remote  tutoring  experiences  using  Google+  Hangouts  

•  Using  Google  Drive  for  document  management  and  collaboraFon  with  colleagues    

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Who  We  Are  

•  Deaf  STEM  Community  Alliance  – Only  Alliance  specifically  for  D/HH  students  

•  Supported  by  the  NaFonal  Science  FoundaFon,  HRD  #1127955  

•  MulF-­‐year  project  (Sept  2011-­‐  Aug  2017)  – Now  in  our  4rd  year  

   

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Campus  Partners  

 

     

  RIT  is  the  lead  insFtuFon  for  this    project,  with  Camden  County  College    and  Cornell  University  as  partners.  

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Challenges  Addressed    by  the  Alliance  

•  Need  to  add  more  STEM  graduates  •  Broaden  parFcipaFon  of  underrepresented  groups  in  STEM,  especially  those  with  disabiliFes,  and,  in  parFcular,  those  who  are  deaf  or  hard-­‐of-­‐hearing  

•  Create  more  cohesive  cyber  learning  resources  for  students,  faculty,  and  support  service  providers  

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Barriers  to  Success  in  STEM  

Student  PreparaFon  

Accessible  Media  SocializaFon  

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Goal  and  ObjecFves    Goal  –  Build  a  model  virtual  academic  community  (VAC)  that  will  increase  graduaFon  rates  of  D/HH  STEM  majors  in  postsecondary  educaFon  in  the  long  term    ObjecFves—  1)  Document  and  disseminate  a  descripFon  of  the  

process  of  creaFng  the  VAC  to  create  a  scalable  model  that  could  be  adopted  by  others  

2)  Increase  GPAs  and  retenFon  rates  of  D/HH  students  in  STEM  majors  

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Model  Building  

•  Incremental  (adding  components  gradually)    •  IteraFve  (modifying  model  based  on  consumer  and  evaluaFon  feedback)  

 (Cockburn,  2008)  

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Model  Infrastructure  

Google  Apps  for  Educa1on  (Enterprise)  Account  

(@dhhvac.org)  

Website  (www.dhhvac.org)  

 Deaf  and  Hard  of  Hearing  Virtual  

Academic  Community  (DHHVAC)  

You  Tube  Video  Library  

(www.youtube.com/user/dhhvac)  

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Model  Infrastructure    Components  

•  CommunicaFon  

•  DisseminaFon  

•  User  AnalyFcs  

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CommunicaFon  Infrastructure  Google  Apps  for  EducaFon  (Enterprise)  Account  

E-­‐mail  

Google  +  Private  

Community  (Social  Media)  

Hangouts  (Video,  Text,  Document  Sharing)  

Chat              (Text)  

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DHHVAC  Model    Barriers  &  Strategies  

                   

Student    Prepara1on  

Socializa1on   Accessible    Media  

Remote  Tutoring  Remote  Mentoring  Using  G+  Hangouts  

Remote  Mentoring  Peer-­‐to-­‐Peer  InteracFon  

Using  G+  Private  Community  

Accessible  STEM  InformaFon  Using  Website,  

G+  Private  Community,  &  G+  Public  Page  

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Tutoring  Models  

Same  Vicinity:  Faculty  Tutors  +  Students  

Different  ViciniFes:  

Grad  Student  Tutor  +  Students  

Different  ViciniFes:  

Adjunct  Tutor  +  Students  

Same  Vicinity:  Undergrad  

Student  Tutor  +  Student  

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Remote  Tutoring  FAQs:  

Based  on  RIT/NTID  faculty-­‐student  face-­‐to-­‐face  tutoring  Conducted  over  120  synchronous  sessions  with  11  tutors  Google+  Hangouts  as  web  conferencing  plajorm  Chromebooks,  Macs,  PCs,  iPads  &  other  tablets    On-­‐line  resources,  paper/pen,  whiteboards,  Conceptboard  (virtual  whiteboard)  Asynchronous  tutoring  sessions  

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Experience  Using  Google+  Plajorm  

•  Part  I:  IniFal  Project  Focus:  Best  features  Google+  Hangouts  offer  for  conducFng  remote  tutoring  

 •  Part  II:  Leveraging  Google  Drive  app  for  document  management  and  collaboraFon  with  colleagues  

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Part  I:  Advantages  of  Remote  Tutoring  using  Google+  Hangouts  

•  Interface  allows  flexibility  in  communicaFon  

•  AccommodaFng  to  schedules  (faculty  and  student)  

•  Google+  Apps  that  enhanced  online  tutoring  – Google  Drive:  Document  Sharing  – Google+  Screenshare  feature  

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Part  I:  Advantages  of  Remote  Tutoring  using  Google+  Hangouts  

•  Interface  allows  flexibility  in  communicaFon  

•  AccommodaFng  to  schedules  (faculty  and  student)    •  Google+  Apps  that  enhanced  online  tutoring  – Google  Drive:  Document  Sharing  – Google+  Screenshare  feature  

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Google+  Hangouts:  CommunicaFon  Flexibility  

•  VersaFlity  of  interface  allows  RIT/NTID  faculty  to  structure  sessions  similar  to  face-­‐to-­‐face  tutoring  

– Video  feeds  for  both  users  – Microphone  capability  – Chat  feature  capability  

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StarFng  a  Google  Hangout  

 

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My  Google+  Homepage  


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