CITERS 2011 Online interactive session using Google Docs® at post-graduate tertiary education <ul><li>Jae Park, Soo Jin Ki...
presentation summary technology enhanced learning and teaching in tertiary education using Google docs®  and other open so...
ICT
Since 2006 Google docs®  goes public (Google Press Center, 2006). ‘ Hosting’ vs. “Dedicated Server in the Cloud’  Picture ...
Case study Participants: Masters degree students (30) Course instructor (1) Assistants – Masters students in Fac Edu (5) C...
Structure of the ELearning Session 1. Pre-class:  Review of two presentations with voice over that were posted online (Sli...
Discussion Board 1 Picture source: http://files.digitizor.com/wp-content/uploads/2011/05/cloud-computing-news.jpg - Clear ...
Initial Response - Much Setback from Difficulty of Use However, user experience initially negative:  -  Accidental block d...
Setbacks:  Accidental block deleting step 1
Setbacks:  Accidental block deleting step 2
Setbacks:  Accidental block deleting step 3
Adapting as We go - Instructor open to feedback and quick to adapt suggested improvements - Instilling order and guideline...
Final Feedback from Class - The Positives - Full participation without time constraints: But all group in a Google Doc is ...
Final Feedback from Class - The Positives - Interesting first-hand ELearning experiment: This is the most unforgettable le...
Final Feedback from Class - The Negatives - Instability of Google Docs platform: I think using Google Doc for online colla...
new experience…@ a post-colonial university
<ul><li>exposure to new experience (totally new for most of the students) </li></ul><ul><li>higher attendance (100%) </li>...
Challenges & Opportunities <ul><li>quality of technology-mediated instruction </li></ul><ul><li>technical problems inheren...
Thank you ! [email_address]   [email_address] om
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Online interactive session using google docs® at post graduate tertiary education

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Online interactive session using google docs® at post graduate tertiary education

  1. 1. CITERS 2011 Online interactive session using Google Docs® at post-graduate tertiary education <ul><li>Jae Park, Soo Jin Kim </li></ul><ul><li>The University of Hong Kong </li></ul><ul><li>30 June 2011 </li></ul>
  2. 2. presentation summary technology enhanced learning and teaching in tertiary education using Google docs® and other open sources real-time interactive e-Learning session analysis from teacher’s perspective and students’ perspectives rationale, planning, execution and feedback 5 4 3 2 1
  3. 3. ICT
  4. 4. Since 2006 Google docs® goes public (Google Press Center, 2006). ‘ Hosting’ vs. “Dedicated Server in the Cloud’ Picture source: http://files.digitizor.com/wp-content/uploads/2011/05/cloud-computing-news.jpg
  5. 5. Case study Participants: Masters degree students (30) Course instructor (1) Assistants – Masters students in Fac Edu (5) Course: Leadership & Technology in Education 8 sessions (3 hrs each) Main Module course (non-elective) Session 5 Topic: Leadership and Technology Innovation Experience: Instructor is out of HK. Students & Assistants are mostly at home. Picture source: http://files.digitizor.com/wp-content/uploads/2011/05/cloud-computing-news.jpg
  6. 6. Structure of the ELearning Session 1. Pre-class: Review of two presentations with voice over that were posted online (Slideshare, Voicethread) 2. Beginning of class: Sign in attendance on Moodle 3. During class: Discussion on 5 Discussion Boards posted on Google Docs using tables for individual comments 4. End of class: Feedback on Moodle or Google Docs
  7. 7. Discussion Board 1 Picture source: http://files.digitizor.com/wp-content/uploads/2011/05/cloud-computing-news.jpg - Clear instructions from the beginning and should have been a straightforward exercise
  8. 8. Initial Response - Much Setback from Difficulty of Use However, user experience initially negative: - Accidental block deleting - Instability of Google Docs platform for multiple simultaneous users / network problems
  9. 9. Setbacks: Accidental block deleting step 1
  10. 10. Setbacks: Accidental block deleting step 2
  11. 11. Setbacks: Accidental block deleting step 3
  12. 12. Adapting as We go - Instructor open to feedback and quick to adapt suggested improvements - Instilling order and guidelines to create better user experience Picture source: http://files.digitizor.com/wp-content/uploads/2011/05/cloud-computing-news.jpg
  13. 13. Final Feedback from Class - The Positives - Full participation without time constraints: But all group in a Google Doc is much easily to share our opinion over groups. And now there are  more interaction over classmates. (Oscar) It’s also a good way to let everybody to share their thoughts as well which we cant do it in lecture room because of the time constraints. (Lok) I liked the interaction with other students that I don’t usually have discussions with. (Malcolm) But it really good to discuss at the same time and can get many thoughts as once. Thanks!(Cherrie)
  14. 14. Final Feedback from Class - The Positives - Interesting first-hand ELearning experiment: This is the most unforgettable lesson in my life. It is exciting and busy to post our comments there. Even the speed is slow, but finally we have sort out this problem. (Kin) I actually felt this on line session is a good experience, and I am thinking maybe I can also use this kind of online session to conduct my classes as well. (Sophie) This is a good experience for us to think about how to implement online learning. (Ko Chin) Today's session is a good experience for me to introduce on-line discussion to my students~! (Timothy)
  15. 15. Final Feedback from Class - The Negatives - Instability of Google Docs platform: I think using Google Doc for online collaboration for the whole class needs reconsideration. There were quite a few problems that I had encountered. (KK) I can’t access Google Docs at the beginning and the computer “hangs” for many times. I can only copy and paste the ideas successfully when less people are typing or using the Google Docs. So, I can’t really catch up with the discussion. (Alice) The pain of getting kicked off the document, refreshing and re-logging in far outweighed any benefit of real second-by-second collaboration. (Soojin) I think an online platform for a large group discussion is better . As time clash problems occurred time to time. (Joyce)
  16. 16. new experience…@ a post-colonial university
  17. 17. <ul><li>exposure to new experience (totally new for most of the students) </li></ul><ul><li>higher attendance (100%) </li></ul><ul><li>higher participation (174 Moodle posts = 1.45 per student per session) </li></ul><ul><li>hands-on & innovative approach to learn and to teach </li></ul><ul><li>convenience and usefulness of distance learning </li></ul>Strengths
  18. 18. Challenges & Opportunities <ul><li>quality of technology-mediated instruction </li></ul><ul><li>technical problems inherent to overlapping Cloud Computing </li></ul><ul><li>several times more time-consuming preparation (both students and instructor) </li></ul>06/29/11 <ul><li>cumulative character of instruction materials </li></ul><ul><li>asynchronous session could minimize technical problems (e.g. </li></ul><ul><li>could improve if the same lecture were delivered in the future </li></ul>
  19. 19. Thank you ! [email_address] [email_address] om

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