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Synch AND Swim
 

Synch AND Swim

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Presentation to BAW 2010 group (21/1/10)

Presentation to BAW 2010 group (21/1/10)

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    Synch AND Swim Synch AND Swim Presentation Transcript

    • SYNCH AND SWIM: The Value of Synchronous Learning Environments (Interact! Build Community! Immediate feedback!) Michael Coghlan BAW 2010 21/1/10
    • STRUCTURE OF SESSION
      • historical context
      • value of synchronous interaction
      • skills required in a virtual classroom (brief)
      • applications for synchronous activity (when can you use them?)
    • WHO’S ONLINE TODAY?
    • Question:
      • Are you
      • A) In your office?
      • B) In a computer suite?
      • C) At home?
      • D) Other?
    • MULTIPLE VENUE PRESENTATIONS (MVPs) remote students guest lecturer CLASSROOM/ F2F VENUE public space
    • What is synchronous/asynchronous communication?
      • SYNCHRONOUS (real time) eg f2f conversation, telephone calls, chat rooms
      • ASYNCHRONOUS – some delay between initial communication and the reply eg letters, email, forums
    • Question:
      • IS ANYONE TEACHING IN FULLY ONLINE MODE?
      • (Classroom + online =
      • BLENDED LEARNING)
    • Synchronous approaches can be a valuable complement to face to face classes!
    • Changing Methodology
      • Online/elearning:
      • Asynchronous
      • (written) text based
      • Content focused
      • Asynch + synch
      • more voice interaction
      • Content + process
      ca 1998 2010
    • Asynch Synch Oral Written Minimalist; rapid (evolving) COMMUNICATION AXIS Spontaneous; dialogue Reflective; monologue Structured; expository
    • COMMUNICATION AXIS Most classroom communications take place here New – have been enabled by technology (only happen online)
    • The Original Synchronous Environment – plain text chat
    • Web Conferencing/Virtual Classroom
    • Web Conferencing/Virtual Classroom
    • Range of Synchronous Tools
      • Instant messengers: Google Talk, Skype, Yahoo, MSN (text + voice)
      • Peer to Peer/Collaborative Tools: eg Etherpad (documents), Mind Mapping, Whiteboards, etc
      • Virtual Classrooms
        • Proprietary: Elluminate, Adobe Connect, etc
        • Free: Wiziq, DimDim, Vyew
    • Virtual Worlds: Second Life See Second Life in Education
    • Your Experience?
      • Have you experienced the use of synchronous tools in online courses that you have either taught or studied?
    • Your Experience?
      • How have synchronous tools been used in courses you have either taught or studied?
        • small group work?
        • one-on-one communications?
        • whole class meetings?
        • whole class instruction?
        • other?
    • Use of Synchronous Tools – Survey
      • Purpose of Interactions
      • 58% small group work
      • 37% one-on-one communications
      • 35% whole class meetings
      • 16% whole class instruction
      • (results at http://users.chariot.net.au/~michaelc/synch/surv_results.htm)
    • Question
      • Why do you think it is important to include synchronous tools in online courses?
    • Use of Synchronous Tools – Survey
      • Why are synchronous tools important?
      • Approx 50/50 split between pedagogical and social/affective reasons
      • Pedagogy : immediacy of feedback (30%)
      • (results at http://users.chariot.net.au/~michaelc/synch/surv_results.htm)
    • Social/Affective Benefits
      • Social, community, and personal engagement
      • personal engagement/motivation (55%)
      • community building (29%)
      • improving the social experience (27%)
      • (results at http://users.chariot.net.au/~michaelc/synch/surv_results.htm)
    • 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
      • don’t use synchronous for whole class instruction
      • use for meetings, one-on-one, or in small groups
      • offer informal (social) sessions in synch mode
      • allow student use of synchronous space
      • offer office hours sessions at set times
    • Resolving the tension between asynchronous and synchronous approaches
      • It’s not all or nothing – use both approaches:
        • Synch for social, spontaneous, decision making
        • Asynch for deliberation, reflection, considered opinion
    • The Instructional Challenge:
      • Methodology: how do you use synchronous tools to maximise their impact?
    •  
    • Skills of the Live Online Presenter
      • Golden Rule : 6-8 minutes talking at a stretch maximum
      • Intersperse presentations with questions, polls, other speakers (from the floor), whiteboard activity
      • Decide how to handle direct messaging – will you monitor/respond? Or ignore it? Dip in and out of it?
      • Consider working with a producer/co-presenter
      • More at http://users.chariot.net.au/~michaelc/fll/blog.htm#skills
    • What kinds of synchronous activities can you use in classrooms?
      • TEACHING
      • ‘ straight lecture’
      • Guest lecturers
      • Oral presentations
      • Group work
      • One on one (eg pronunciation)
      • OTHER
      • Office hours
      • Social: student - student
    • Synchronous Activities – example 1
      • Live discussion with a musician about their work
        • Organised by Webhead Aiden Yeh (Taiwan) and Michael Coghlan (Australia)
    • Synchronous Activities – example 2
      • Small Group Discussion - Intercultural Communication
        • Streetlife Project organised by Webhead Anne Fox (Denmark) http://streetlife.homestead.com/
    • Synchronous Activities – example 3
      • Oral Presentations
        • organised by Webhead Buthaina Al-Othman (Kuwait)
        • http:// alothman-b.tripod.com/wia_162finalproj.htm
    • PROFESSIONAL DEVELOPMENT
      • Conferences, seminars
      • Workshops and Training sessions
      • Meetings (much more cost effective than teleconferencing)
      • NEAR
      • SYNCHRONOUS
      • TOOLS
    • What’s this?
    • Twitter as a real time search tool?
      • May 2008: “Twitter beats media in reporting China earthquake."
      • An almost real time search tool
        • Now being used by some as an alternative search tool to Google
      http://www.flickr.com/photos/29281982@N00/101951607/
    • TRACKING THE BACK CHANNEL http://www.slideshare.net/mchaelc/tracking-the-back-channel
    • BACKCHANNEL TOOLS
      • Direct or instant messaging in web conferencing tools (eg Centra, Elluminate)
      • Live blogging tools like Cover It Live
      • Live polling tools like Poll Everywhere
      • Micro Messaging tools: Twitter , Yammer
    • Cover It Live
    • POLLING TOOLS
    • Purdue University: In-house Application http://www.itap.purdue.edu/tlt/hotseat/
    • Can you use Twitter as teaching tool?
      • Teaching with Twitter (Steve Wheeler)
      • ‘ Twit Board’ Notify students of changes to course content, schedules, venues or other important information. (could be done with phone)
      • ‘ Summing Up’ Ask students to read an article or chapter and then post their brief summary or précis of the key point(s). A limit of 140 characters demands a lot of academic discipline. √
      • ‘ Twit Links’ Share a hyperlink – a directed task for students – each is required to regularly share one new hyperlink to a useful site they have
      • ‘ Micro Write’ Progressive collaborative writing on Twitter. Students agree to take it in turns to contribute to an account or ‘story’ over a period of time.
      • Use the backchannel to provide feedback on classes in real time √
      http://www.flickr.com/photos/interplast/141013553/
    • Some References
      • Anderson, Terry; Elloumi, Fathi: Theory and Practice of Online Learning (April 2004)
      • http://cde.athabascau.ca/online_book /
      • Coghlan, Michael; How important are synchronous tools in web-based teaching and learning environments? http://users.chariot.net.au/~michaelc/synch/surv_discuss.htm
      • Coghlan, Michael ; Moderating Live Synchronous Sessions http://synchfacilitation.wikispaces.com/
      • Finkelstein, Jonathan; Learning in Real Time http://www.learninginrealtime.com/
      • Muirhead, Brent; Research Insights into Interactivity, International Journal of Instructional Technology and Distance Learning , March 2004
      • http://www.itdl.org/Journal/Mar_04/article05.htm
    • Contact Details
      • Michael Coghlan
      • http://protopage.com/michaelc
      • [email_address]