Dvc collaborative task ahmed and mark.ppt2


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This is our final collaborative task product for 70050 course.

Best of luck,

Ahmed & Mark

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Dvc collaborative task ahmed and mark.ppt2

  1. 1. Ahmed Mukhtar & Mark McShea Desktop Video Conferencing (DVC)
  2. 2. Contents <ul><li>Part 1 – a) DVC Basics </li></ul><ul><li>b) DVC Advantages and Disadvantages </li></ul><ul><li>Part 2 – Collaboration Project Process </li></ul><ul><li>Goals, Preparation and Lesson Plan </li></ul><ul><li>Part 3 – a) Emerging Learner Outcomes and Skills </li></ul><ul><li>b) Learner Feedback </li></ul><ul><li>Part 4 – Project Reflections </li></ul>
  3. 3. Part 1 – a) DVC Basics <ul><li>Desktop Video Conferencing is based on constructivist strategies as it can be used to teach real-life and personal applications in which the opportunity is given to learners to construct their own meaning from the information presented during the online sessions. </li></ul><ul><li>This information can address different learning styles (visual, verbal, kinesthetic) by using visual information (slides, video, animation) and audio information from which the learners have possibilities to choose what mode of information they would like to use. </li></ul><ul><li>Student-centered learning activities can be presented through DVC as learners can work in groups or in pairs on certain tasks assigned to them. </li></ul>
  4. 4. <ul><li>Desktop Video Conferencing has added a lot to Distance Learning, with some hindrances in the quest of perfection, though. The table on the next page focuses on the main advantages and disadvantages of using DVC in relation to Distance Learning. </li></ul>Part 1 – b) DVC Advantages and Disadvantages
  5. 6. <ul><li>A decision was reached to plan and conduct an online cross-cultural class with 2 Saudi Arabian and 2 South Korean students. The following achievement aims were agreed upon for the class; </li></ul><ul><li>A cross-cultural exchange </li></ul><ul><li>Use practical English in a real setting </li></ul><ul><li>Engage in NNS (non-native speaker) to NNS communication </li></ul><ul><li>Practise planned and spontaneous speaking </li></ul><ul><li>Introduce students to DVC and adobe connect </li></ul><ul><li>Gain DVC and online learning experiences </li></ul><ul><li>Utalise both verbal and written modes of adobe connect </li></ul>Part 2 – Collaborative Project Process – Class Goals
  6. 7. <ul><li>It was agreed that DVC test sessions should be set up for the students with their respective teachers to make the class run smoothly and prepare the students in the following ways; </li></ul><ul><li>Students would feel familiar with the workings of adobe connect </li></ul><ul><li>Students would feel comfortable in this learning environment </li></ul><ul><li>To overcome any potential technical difficulties </li></ul><ul><li>Students were also made aware of the lesson structure and goals </li></ul>Part 2 – Collaborative Project Process – Online class preparation
  7. 8. <ul><li>10 mins: Meet and greet, and check sound and visuals are working correctly. Test and begin using different functions (video, chat, emoticons etc), and small talk. </li></ul><ul><li>5 mins: Teacher introductions, 2 brief model presentations by Ahmed from Egypt and Mark from the UK. </li></ul><ul><li>10 mins: Student introductions, 4 brief introductory presentations from the participating students. </li></ul><ul><li>25 mins: Intercultural question and answer discussion led by the students and facilitated where necessary by the teachers. </li></ul><ul><li>5 mins: Teachers closing comments and wrap up, time to say farewell to the other participants. </li></ul>Part 2 – Collaborative Project Process – Online class lesson plan
  8. 9. Emerging Learners’ Roles <ul><li>According to our observations of the DVC sessions which we held via Adobe Connect with the help of four adults, two Korean females and two Saudi males, learners have to be: </li></ul><ul><li>1- Organizers </li></ul><ul><li>2- Supporters </li></ul><ul><li>3- Presenters </li></ul><ul><li>4- Facilitators </li></ul>
  9. 10. 1- Organizers Learners give equal chances to each other in terms of participation and speech by inviting reticent colleagues to share their ideas. The screen grip below, shows how students organize themselves as participants in the meeting.
  10. 11. 2- Supporters A lot of support and encouragement, whether orally or in writing, was observed from the side of the trainees. This support was not only technical, I mean when there was a technical problem, but it was also communicative support. For example, they helped each other meet, not repel, although the meeting had students from different cultures.
  11. 12. 3- Presenters <ul><li>Learners became presenters when they control the microphone. They have a platform and an audience, and get to experience a lifelong skill, presenting and hosting the proceedings and influencing the other participants. </li></ul><ul><li>4- Facilitators </li></ul><ul><li>Learners, when directed from backseats, tend to take the teachers’ role as facilitators. However, this doesn’t mean they can totally replace teachers. At certain points, the teachers interference to facilitate is crucial. </li></ul>
  12. 13. Emerging Learners’ Roles Entailed a Set of Emerging Skills <ul><li>According to our observations of the DVC sessions which we held over Adobe Connect, learners have to have: </li></ul><ul><li>1- Technical skills. </li></ul><ul><li>(Knowledge of how to solve emerging computer problems.) </li></ul><ul><li>2- Typing Skills. </li></ul><ul><li>(This enhances and colors types of communications) </li></ul><ul><li>3- Social Communicative Skills. </li></ul><ul><li>(Thanking, apologizing, suggesting, regretting, helping, offering help…etc.) </li></ul>
  13. 14. Learners’ Initial Feedback <ul><li>Quick online polls were made and the immediate results showed that 100% of all the students involved in the meetings, whether in preparation for the multicultural meeting or the trial ones before, agree or agree strongly to the points in the next slide. </li></ul>
  14. 15. Learners’ Initial Feedback <ul><li>100% of student participants either agreed or strongly agreed to the following statements; </li></ul><ul><li>I enjoyed this meeting. </li></ul><ul><li>I think I have learned something new at this session. </li></ul><ul><li>The level of the language I have been introduced to is suitable for me. </li></ul><ul><li>I think I had a fair chance to share my ideas. </li></ul><ul><li>I was able to share my ideas and express them easily. </li></ul><ul><li>There is enough interaction on this tool, Adobe Connect. </li></ul><ul><li>I may think of taking a course online later on. </li></ul><ul><li>The interface of this learning tool is simple. </li></ul><ul><li>I think technical problems can be easily handled. </li></ul><ul><li>I feel motivated and I can attend other similar meeting. </li></ul>
  15. 16. The most positive aspect of all is online learners do their best to start tying up good relationships. The screen grip below shows a Korean student sharing a past experience with a Saudi person he met in the USA. On the other hand, one Saudi student mentioned some famous Korean footballers. It was interesting how they all felt comfortable during the whole meeting. Learners’ Intercultural Interaction
  16. 17. Teachers’ Reflections <ul><li>A rich cross-cultural learning exchange where all of the class learning goals were accomplished. </li></ul><ul><li>Everyone was able to learn a great deal about Saudi Arabia and South Korea, and to get a warm feeling for each nation. </li></ul><ul><li>Didn’t go as smoothly as we encountered a number of technical problems, but a fruitful learning experience nonetheless. </li></ul><ul><li>To overcome several sound, visual, time-lag difficulties demonstrated the goodness of human nature as students and teachers alike assisted, encouraged and supported one another. </li></ul><ul><li>A second meeting successfully included more adobe applications, but also met with technical difficulties, especially time-lag and sound problems. Despite this, participants established good relationships with one another, and the intercultural learning experience was enjoyable and worthwhile. </li></ul>
  17. 18. References <ul><li>Kybartaite, A., Nousiainen, J., Marozas, V., and Jegelavičius, D. (2007) Review of e-teaching/ e-learning Practices and Technologies. From: http://hlab.ee.tut.fi/video/bme/evicab/astore/delivera/wp4revie.pdf </li></ul><ul><li>Hampel, R. and Hauck, M. (2004) Towards an Effective use of audio video conferencing in distance language courses. Language Learning & Technology 8/1: 66-82. </li></ul><ul><li>Hlapanis G., Kordaki, M. and Dimitrakopoulou, A. Successful e- Courses: the role of e-moderator in Synchronous Communication via Chat. From: http://www.ceid.upatras.gr/faculty/kordaki/PaperJ10.pdf </li></ul><ul><li>Hopkins, J. (2009) A method for analyzing online collaboration in synchronous audio-graphic conferencing for language learning. From: http://innovateonline.info/pdf/vol3_issue3/Online_Synchronous_Language_Learning-__SLMS_over_the_Internet.pdf . Accessed on March 29, 2011. </li></ul><ul><li>Lawson, T., Comber, C., Gage, J. and Cullum-Hanshaw, A. (2010) Images of the future for education? Videoconferencing: a literature review. Technology, Pedagogy and Education. 19/3: 295-314. </li></ul><ul><li>Vlachopoulos P. & McAleese, R. (2004) E-Moderating in On-Line Problem Solving: a new role for teachers? From: http://www.epyna.eu/show/a399_406.pdf </li></ul><ul><li>Wang, Y. and Chen, N. (2007) Online synchronous language learning: SLMS over the internet. From: http://eurocall.webs.upv.es/eurocall2009/abstracts/hopkins_j.php.htm . Accessed on March 29, 2011. </li></ul>