Establish „Modus Operandi‟(Ground Rules) for the session• Questions/Comments: any time? Throughout session? At the end? In text chat? Via voice? Using the hands-up tool?• How will you handle the text chat? Will you use a co- moderator?
TO CAM OR NOT TO CAM?
USE OF WEBCAMS• Use your webcam (or at least show a picture) briefly at the start of the session as part of the introduction• Have students do the same if they have them , if they want to, and if bandwidth allows• I recommend you then turn off webcams to conserve bandwidth, but it is a personal choice.
MULTIPLE VENUE CLASSROOM/ PRESENTATIONS F2F VENUE (MVPs)remotestudents guest public lecturer space
Quiz – Multiple ChoiceAre you:A) In your office?B) In a computer suite?C) At home?D) Other?
MVPs: Implications Participants can be in a variety of locations:• F2f classroom, lecture theatre• PC suite• Office (at work)• Home office/study• Other (café, beach)
WHAT ARE THE CHARACTERISTICS OF A GOOD TEACHER?
TEXT CHAT ACTIVITY
HOW TO IMPROVE THE HKUSTSTUDENT EXPERIENCE...
MANAGING THE BACK CHANNEL
Impact for ParticipantsAdvantages Disadvantages
Impact for ParticipantsAdvantages Disadvantages• Audience is more engaged • May miss some points while writing• You don‟t have to wait till the end of a commentary, responding to otherpresentation to ask questions or backchannellerscomment • Is mentally very taxing• Can communicate with other people • May start to stray off-topic (what‟s forin the room about issues raised in the lunch? How are the kids? Etc)presentation • Opportunity to make negative• Provides you with an archive of the remarks about the speakerpresentation (note taking)
Impact for Speaker/PresenterAdvantages Disadvantages
Impact for Speaker/PresenterAdvantages Disadvantages• Can get real time feedback from audience • May appear as if many are not paying• Can ensure that you are meeting attentionaudience needs/answering urgent • Your audience has access to a „criticalquestions channel‟• Promotes greater level of engagement • Your thoughts may be communicated to• a listener may elaborate on something an audience for whom they were notyou‟re saying (eg add more information intendedabout a theory, post a URL, suggested a • Can be overwhelming to keep track ofrelated blog, etc) (may require working in tandem with a• May get positive feedback from audience moderator)as it happens• Models a new way of teaching/presentingthat is less teacher-centric and morenetwork-centric
QUICK POLL –ENCOURAGESTUDENTS TO USETEXT CHAT?YES OR NO?
PURPOSE?• a presentation tool?• a collaboration/ interaction tool?
HOW MIGHT YOU USE WEBCONFERENCING/VIRTUAL CLASSROOMS?
What kinds of synchronous activities canyou use in virtual classrooms?TEACHING OTHER• „straight lecture‟ • Office hours• Guest lecturers • Peer support• Oral presentations • Social: student -• Group work student• One on one (eg pronunciation)
PROFESSIONAL DEVELOPMENT• Attend online conferences, seminars, workshops• Meetings (much more cost effective than teleconferencing)
SHORT MOVIE QUIZ
DESIGNING FOR INTERACTIONexamples of this in this session?
RESOURCESee the wiki at http://synchfacilitation.wikispaces.com/
Next Session (March 28th)• Synch v asynch: resolving the tension• The synchronous compact• More on Designing for interactivity
Contact Details MICHAEL COGHLAN http://michaelcoghlan.nete: firstname.lastname@example.org
Sample Activity activity courtesy of LearningTimes
COMMUNICATION AXIS Reflective; Structured; monologue expositoryAsynch Minimalist; rapid Spontaneous; (evolving) dialogueSynch Oral Written
COMMUNICATION AXISMost classroom communications take place hereNew – have been enabled by technology (only happen online)
Tension: Synch v Asynch Terry Anderson, Toward a Theory of Online Learning:“….the major motivation for enrollment in distance education is not physical access, but rather, temporal freedom to move through a course of studies at a pace of the student’s choice.” Participation in (synchronous events) “almost inevitably places constraints on this independence.” “ The demands of a learning-centered context might at times force us to modify prescriptive participation in (synchronous events), even though we might have evidence that such participation will further advance knowledge creation and attention.”
RESOLVING THE TENSION BETWEEN ASYNCHRONOUS AND SYNCHRONOUS APPROACHES• don‟t make synch sessions compulsory; use synch for those who want it• use tools that can record or archive the sessions for later retrieval• Use in conjunction with asynchronous activity• don‟t use synchronous for whole class instruction• FLIPPED CLASSROOM