Google Apps and SOLO Taxonomy

Contents 1 How Google Apps can be used to enhance differentiated learning outcomes (SOLO coded) 1.1 Multistructural: Google as an Informative Tool: 1.2 Multistructural: Google as a Communicative Tool: 1.3 Multistructural: Google as an Aggregative Tool: 1.4 Extended Abstract: Google as a Productive Tool: 1.5 Relational: Google as a Collaborative Tool:

How Google Apps can be used to enhance differentiated learning outcomes (SOLO coded)

George Chinnery (2008) described some of the pedagogical uses of Google in his article, “You’ve got some GALL: Google-Assisted Language Learning.” Language, Learning & Technology.

Multistructural: Google as an Informative Tool:

• using a dictionary command (“define: strategy”), learners can discover meaning (definition, usage, correct spelling,).
• Using Google Suggest, learners can get real time alternate suggestions (“did you mean _?”) for their search term.
• Using Google Books will give learners returns of rich prose.
• Google Trends will return geographic information.
• Synonyms (~term), vocabulary development (Google Image Labeler), and listing and brainstorming (Google Sets) are other tools.
• For language learning, Google has Language Tools.
• Instructors wishing to control search activities for learning can use Google Coop to create a search engine for a website or collection of sites.

Multistructural: Google as a Communicative Tool:

• Gmail, (Google’s email program) together with Google Talk (instant messenger and internet telephony service) allow learners to email, save, print and email text chats and can be used to display presence of a learner. Preferences allow you to change your availability and give others an idea of your current status (online, offline, away, do not disturb, etc.). Some initial research on the benefits of chat indicate that chats in language classes “seem to help all individuals engage more frequently, with greater confidence, and with greater enthusiasm” than is characteristic for similar students in a classroom.

Multistructural: Google as an Aggregative Tool:

• Google offers tools that recognize linguistic, visual, audio, gestural and spacial literacies in aggregate
• On iGoogle, learners can create their own start-age; their own customized, personal learning environment.
• Google Reader is a Web feed aggregator that allows learners and instructors to collect updates content (blogs, news feeds, podcasts, vodcasts, multimedia, etc.)
• Google Gears allows learners to view content from Google Reader offline.
• Google Page Creator is a simple webpage creation tool.
• Google Maps allows you to make custom maps and Google Earth provides a satellite view of an address.
• YouTube Remixer allows learners to make video mashups.
• Google Docs is a presentation tool similar to Microsoft PowerPoint.

Extended Abstract: Google as a Productive Tool:

• Google’s Blogger provides learners a place to author their own textual, audiovisual content.
• Google Docs give learners a way to collaborate on online documents.
• Google knol is a collaborative wiki-like application for group collaboration.

Relational: Google as a Collaborative Tool:

• Google Groups can be used to facilitate asynchronous class discussions.
• Google Calendar can be used for scheduling and notification.
• Google Lively is a 3-D environment where learners can create their own avatar and make and join rooms to meet and discuss topics.__

Student Learning Outcomes - Structure of Observed Learning Outcomes - SOLO Taxonomy
Planning Learning Experiences coded against Student Learning Outcomes using Google Apps	Learning outcomes show connections are made, but significance to overall meaning is missing/ Learning outcomes show simple connections but importance not noted.		Learning outcomes show full connections made, and synthesis of parts to the overall meaning	Learning outcomes go beyond subject and makes links to other concepts - generalises
	Unistructural	Multistructural	Relational	Extended Abstract
Content reference from: George Chinnery (2008) “You’ve got some GALL: Google-Assisted Language Learning.” Language, Learning & Technology. February 2008, Volume 12, Number 1 pp. 3-11 http://llt.msu.edu/vol12num1/pdf/net.pdf	BLOOMS: Remembering and Understanding Bringing in ideas: Identify/ Label/ List/ Define/ Describe/ Retell/ Recall/ Recite/		BLOOMS: Analyse and Apply Linking ideas: Compare/ Contrast/ Causal/ Sequence/ Classify/ Part whole/ Explain/ Classify/Questioning	BLOOMS: Create and Evaluate Putting linked ideas in another context: Predict/ Hypothesise/ Generalise/ Imagine/ Reflect/ Evaluate/ Create
Google as an Informative Tool:
Using a dictionary command (“define: strategy”), learners can discover meaning (definition, usage, correct spelling,)
Using Google Suggest, learners can get real time alternate suggestions (“did you mean _?”) for their search term.
Using Google Books will give learners returns of rich prose.
Google Trends will return geographic information
Synonyms (~term), vocabulary development (Google Image Labeler), and listing and brainstorming (Google Sets) are other tools.
For language learning, Google has Language Tools.
Instructors wishing to control search activities for learning can use Google Coop to create a search engine for a website or collection of sites.
Google as a communication tool
Gmail, (Google’s email program) together with Google Talk (instant messenger and internet telephony service) allow learners to email, save, print and email text chats and can be used to display presence of a learner. Preferences allow you to change your availability and give others an idea of your current status (online, offline, away, do not disturb, etc.).
Google as an aggregative tool
Google offers tools that recognize linguistic, visual, audio, gestural and spacial literacies in aggregate
On iGoogle, learners can create their own start-age; their own customized, personal learning environment
Google Reader is a Web feed aggregator that allows learners and instructors to collect updates content (blogs, news feeds, podcasts, vodcasts, multimedia, etc.)
Google Gears allows learners to view content from Google Reader offline.
Google Page Creator is a simple webpage creation tool.
Google Maps allows you to make custom maps and Google Earth provides a satellite view of an address
YouTube Remixer allows learners to make video mashups.
Google Docs is a presentation tool similar to Microsoft PowerPoint
Google as a productive tool
Google’s Blogger provides learners a place to author their own textual, audiovisual content.
Google Docs give learners a way to collaborate on online documents.
Google knol is a collaborative wiki-like application for group collaboration.
Google as a collaborative tool
Google Groups can be used to facilitate asynchronous class discussions.
Google Calendar can be used for scheduling and notification.
Google Lively is a 3-D environment where learners can create their own avatar and make and join rooms to meet and discuss topics.

v d e HOT Wiki SOLO Taxonomy SOLO Taxonomy Comparison SOLO and Bloom's HOT SOLO Differentiated Curriculum Model HOT SOLO DCM Planning Templates SOLO: Learning to Learn SOLO: What is Learning? SOLO: Learning Process SOLO: Language of Learning SOLO: Learning Experiences SOLO: Learning Interventions SOLO and ICT · SOLO and ICT Progress indicators · SOLO and Thinking Skills SOLO: L2L Prog Evaluation SOLO: The New Zealand Curriculum SOLO and Effective Pedagogy Vision SOLO and Principles SOLO and Values SOLO and Key Competencies Managing Self · Relating to others · Participating and contributing · Thinking · Using language, symbols and text Essence Statements SOLO and Learning Areas SOLO: Te Reo Maori SOLO Te Reo Resources SOLO: Concept Curriculum Concept Curriculum Resources SOLO: Thinking about Thinking A Thinking Curriculum Article Critical, creative and caring thinking SOLO and Questioning SOLO and Metacognition SOLO: Inquiry Learning SOLO Taxonomy and Inquiry Learning HOT SOLO Inquiry Model HOT Product List SOLO and Metacognition Inquiry SOLO Rubric Inquiry Resources Inquire2Learn Article SOLO: Problem Based Learning PBL SOLO Rubric SOLO: Gifted and Talented SOLO Taxonomy and Gifted Designing for Differentiation ICT and Gifted Ed Between the Idea and the Reality G&T Resources

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