Leveraging Expert Faculty Presence: One Course, Two Unique Learning Environments - Simultaneous Delivery Dr. Ann Armstrong...
Presentation Agenda <ul><li>Objectives </li></ul><ul><li>Background & Context of Study </li></ul><ul><li>Research Question...
Objectives <ul><li>Explain the benefits and challenges associated with facilitating and managing two environments simultan...
Background & Context of Study <ul><li>Introduction </li></ul><ul><ul><li>The Discussion as a Way of Teaching is a 2-day hi...
Research Questions <ul><li>How can we duplicate online live interplay during discussions for online? </li></ul><ul><li>Wha...
Solution: Onsite Environment
Solution: Online Environment
Circle of Voices <ul><li>Participants form into a circle of groups of (about) 5. </li></ul><ul><li>Step 1: </li></ul><ul><...
Circle of Voices - Discussion <ul><li>Topic for Discussion:  </li></ul><ul><ul><li>From your experience, what do you belie...
Conceptual Framework <ul><li>Phase One: Exploratory Study Design </li></ul><ul><ul><li>In Nov 2006 an audio/video taping o...
Physical Environments <ul><li>Onsite Workshop </li></ul><ul><ul><li>Large classroom with square tables for breakout group ...
Design of Simultaneous Instruction TA2 communicated and monitored flow of workshop with TA1. Scripted online group discuss...
Online Environment – Circle of Voices <ul><li>Online course delivery system: Adobe Connect virtual classroom </li></ul><ul...
Online Environment – Newsprint Dialogue <ul><li>Online course delivery system: Adobe Connect virtual classroom </li></ul>N...
Pre and Post Assessment <ul><li>A formative assessment was conducted after each day of the workshop. </li></ul><ul><li>Aft...
Day 1: Critical Incident Questionnaire (CIQ) <ul><li>At what moment in class did you feel most engaged with what was happe...
Critical Incident Questionnaire Responses <ul><li>At what moment in class did you feel most engaged with what was happenin...
Day 2: End of Workshop Survey  (1 of 2) 25.5%   0.0% 0.0% 50%   60%  60%  0.0% 0.0% 20.0%   25.5%   0.0% 20.0%   <ul><li>I...
Day 2: End of Workshop Survey  (2 of 2) 50.0%  50.0%  No Yes Did you experience any technical difficulties while participa...
Findings – Challenges & Benefits <ul><li>Challenges </li></ul><ul><ul><li>Faculty skepticism at onset of pilot.  </li></ul...
Conclusions & Recommendations Critical Factors for Successful Simultaneous Delivery <ul><li>Lavelier wireless microphone  ...
Circular Response Discussions <ul><li>This exercise is a way to democratize discussion participation, to promote continuit...
Snowballing <ul><li>  </li></ul><ul><li>Way to illustrate how discussions can be developmental and increasingly inclusive....
Contact Information <ul><li>Ann Armstrong, Ed.D </li></ul><ul><li>Executive Director </li></ul><ul><li>[email_address] </l...
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  • Leveraging Expert Faculty Presence: One Course, Two Unique Learning Environments - Simultaneous Delivery Ann: Introduction to the audience and the conference Introduce the presentation: ‘Leveraging Expert Faculty Presence: One Course, Two Unique Learning Environments - Simultaneous Delivery’ MaryRose: Introduction to the audience and additional comments as needed. Reference Section: N/A
  • Maisie Finalv2.0

    1. 1. Leveraging Expert Faculty Presence: One Course, Two Unique Learning Environments - Simultaneous Delivery Dr. Ann Armstrong and Dr. MaryRose Barranco Morris Learning 2007 October 24, 2007
    2. 2. Presentation Agenda <ul><li>Objectives </li></ul><ul><li>Background & Context of Study </li></ul><ul><li>Research Questions </li></ul><ul><li>Solution: Onsite Environment </li></ul><ul><li>Solution: Online Environment </li></ul><ul><li>Exercise: Circle of Voices </li></ul><ul><li>Conceptual Framework </li></ul><ul><li>Instructional Design </li></ul><ul><li>Physical Environments </li></ul><ul><li>Video of Online Environments: Circle of Voices & Newsprint Dialogue </li></ul><ul><li>Assessment </li></ul><ul><li>Findings – Challenges & Benefits </li></ul><ul><li>Conclusions & Recommendations </li></ul><ul><li>Additional Exercises </li></ul>
    3. 3. Objectives <ul><li>Explain the benefits and challenges associated with facilitating and managing two environments simultaneously. </li></ul><ul><li>Describe techniques for successfully implementing a program online and onsite simultaneously. </li></ul><ul><li>List the critical success factors required for simultaneous delivery of two learning environments. </li></ul>
    4. 4. Background & Context of Study <ul><li>Introduction </li></ul><ul><ul><li>The Discussion as a Way of Teaching is a 2-day high demand workshop. </li></ul></ul><ul><ul><li>Deployed in a traditional classroom setting. </li></ul></ul><ul><ul><li>Consist of 10 minute lectures followed by 30 minute small group exercises – highly interactive. </li></ul></ul><ul><ul><li>Faculty presence drives the demand. </li></ul></ul>
    5. 5. Research Questions <ul><li>How can we duplicate online live interplay during discussions for online? </li></ul><ul><li>What challenges does having an online cohort present for faculty & onsite students? </li></ul><ul><li>How do we create similar conditions for discussions online to ensure equal participation among students onsite & online? </li></ul><ul><li>What technology support, delivery system and logistics need to be implemented in order to engage the online students into live discussion formats for effective learning and participation? </li></ul>
    6. 6. Solution: Onsite Environment
    7. 7. Solution: Online Environment
    8. 8. Circle of Voices <ul><li>Participants form into a circle of groups of (about) 5. </li></ul><ul><li>Step 1: </li></ul><ul><ul><li>You have 1-2 minutes of quiet time to organize your thoughts on the topic. </li></ul></ul><ul><li>Step 2: </li></ul><ul><ul><li>Each of you will speak individually about the topic for up to 2 minutes. </li></ul></ul><ul><li>Step 3: </li></ul><ul><ul><li>The group will have a free-flowing discussion that builds on each of your ideas. </li></ul></ul>
    9. 9. Circle of Voices - Discussion <ul><li>Topic for Discussion: </li></ul><ul><ul><li>From your experience, what do you believe would be the top challenges in moving this course online? </li></ul></ul>
    10. 10. Conceptual Framework <ul><li>Phase One: Exploratory Study Design </li></ul><ul><ul><li>In Nov 2006 an audio/video taping of the onsite workshop was conducted. </li></ul></ul><ul><ul><li>Design criteria established by the esteemed author/faculty’s andragogy, persona, and teaching in an interactive class setting. </li></ul></ul><ul><ul><li>The data collected was analyzed for patterns of instruction, communication and student learning. </li></ul></ul><ul><ul><li>A detailed instructional design and technology plan was developed to coordinate the logistical technical architecture for e-Learning production. </li></ul></ul><ul><li>Phase Two: Pilot Implementation Study Design & Formative Evaluation </li></ul><ul><ul><li>On May 2-3, 2007 a pilot online session was conducted during the two-day workshop. </li></ul></ul><ul><ul><li>Members of CEO&I and ten online students participated in the online synchronous learning experience. </li></ul></ul>
    11. 11. Physical Environments <ul><li>Onsite Workshop </li></ul><ul><ul><li>Large classroom with square tables for breakout group activities. </li></ul></ul><ul><ul><li>F1 communicate with onsite & online class. </li></ul></ul><ul><ul><li>TA1 monitor communications, take pictures of group discussion/ activities and upload into VC. </li></ul></ul><ul><ul><li>TA1 communicate with TA2 in VC & vice versa. </li></ul></ul><ul><ul><li>Set up with centralized camera, microphones, video/Internet equipment focusing on F1 and panning the audience. </li></ul></ul><ul><ul><li>Large screen to view online activity. </li></ul></ul><ul><li>Online Workshop </li></ul><ul><ul><li>F2 facilitate online discussion & activities with TA2 in separate room on campus. </li></ul></ul><ul><ul><li>TA2 document online discussions and activities and upload comments in VC note area. </li></ul></ul><ul><ul><li>Audio/video, Internet & supportive tech equipment. </li></ul></ul><ul><ul><li>Participants were at multiple and varied locations. </li></ul></ul>
    12. 12. Design of Simultaneous Instruction TA2 communicated and monitored flow of workshop with TA1. Scripted online group discussion and activities for onsite students to view in VC notes. Worked closely with F2 and course management. TA1 communicated and monitored flow of workshop with TA2. Enabled/disabled class audio for online class. Took snapshots of group work and uploaded images in VC. Teaching Assistants F2: audio/video received by onsite and online class through VC using the VC. F1: face-to-face with onsite class and viewed by the online students through the VC. Faculty Activities completed through conf call communications, Student participated in activities by documenting in the VC discussion. TA2 documented activities and posted comments in VC notes. Students in groups completed the activities and (when needed) documented comments on newsprint and posted on the classroom walls. Student activities Communication conducted through conference calls. Discussions documented in the VC notes area by the Teaching Assistant 2 (TA2). F1 lectures and F2 facilitation viewed through VC. Up to 5 students were put in groups and shared in the onsite classroom. Teaching Assistant 1 (TA1) enabled/disabled online audio. Student discussions Materials were emailed to students and presented in .PDF format. Booklet of materials were handed out to students. Course materials Students viewing of F1 lectures and F2 lectures and facilitation through a virtual classroom (VC). Faculty 1 (F1) face-2-face lectures with viewing of Faculty 2 (F2) facilitation & online groups. Lectures Online Onsite Item
    13. 13. Online Environment – Circle of Voices <ul><li>Online course delivery system: Adobe Connect virtual classroom </li></ul><ul><li>Circle of Voices online overview </li></ul><ul><li>Circle of Voices online group asking questions to onsite instructor </li></ul>
    14. 14. Online Environment – Newsprint Dialogue <ul><li>Online course delivery system: Adobe Connect virtual classroom </li></ul>Newsprint Dialogue FA2 FA1 Live Chat Area Onsite Newsprint Images Discussion Notes
    15. 15. Pre and Post Assessment <ul><li>A formative assessment was conducted after each day of the workshop. </li></ul><ul><li>After Day One : onsite/online students received the Critical Incident Questionnaire (CIQ) to complete. </li></ul><ul><li>After Day Two : onsite/online students received an end of workshop survey to complete. </li></ul>
    16. 16. Day 1: Critical Incident Questionnaire (CIQ) <ul><li>At what moment in class did you feel most engaged with what was happening? </li></ul><ul><li>At what moment in class did you feel most distanced from what was happening? </li></ul><ul><li>What action that anyone (instructor/student) took in class did you find most affirming or helpful? </li></ul><ul><li>What action that anyone (instructor/student) took in class did you find most puzzling or confusing? </li></ul><ul><li>What about the class surprised you the most? (This could be something about your own reactions to what went on, someone did, or anything else that occurs to you)? </li></ul>At the end of the first day of the workshop, students were asked to complete the CIQ with open-ended responses. The information was reviewed by the instructors and alterations to the workshop were made. Five questions were asked:
    17. 17. Critical Incident Questionnaire Responses <ul><li>At what moment in class did you feel most engaged with what was happening? </li></ul><ul><ul><li>Online: “The engaging discussion between the two professors,” “The small group work,” “The breakout discussions and the lively conversations.” </li></ul></ul><ul><li>At what moment in class did you feel most distanced from what was happening? </li></ul><ul><ul><li>Online: “During the technical problems,” “Getting comfortable with the online format.” </li></ul></ul><ul><li>What action that anyone (instructor/student) took in class did you find most affirming or helpful? </li></ul><ul><ul><li>Online: “When I was asked for ‘my’ comments,” “How we were included in the onsite class,” “The overall facilitation and when the facilitators reversed roles.” </li></ul></ul><ul><li>What action that anyone (instructor/student) took in class did you find most puzzling or confusing? </li></ul><ul><ul><li>Online: “How everyone was getting use to the technology,” “When technology issues came up.” </li></ul></ul><ul><li>What about the class surprised you the most? (This could be something about your own reactions to what went on, someone did, or anything else that occurs to you)? </li></ul><ul><ul><li>Online: “Seeing the facilitators interact over the Internet,” “The level of intimacy and comfort of the discussions,” “When the technology problems were solved, how easy it was to embrace the technology.” </li></ul></ul>A review of responses:
    18. 18. Day 2: End of Workshop Survey (1 of 2) 25.5% 0.0% 0.0% 50% 60% 60% 0.0% 0.0% 20.0% 25.5% 0.0% 20.0% <ul><li>In the Discussion Ground Rules, this activity helped my learning. </li></ul><ul><li>Text Chat </li></ul><ul><li>Conference Call </li></ul><ul><li>TA Note Taking </li></ul>0.0% 0.0% 0.0% 100% 100% 60.0% 0.0% 0.0% 20.0% 0.0% 0.0% 20.0% 0.0% 0.0% 0.0% 20.0% 80.0% 60.0% 0.0% 20.0% 40.0% 80.0% 0.0% 0.0% 0.0% 0.0% 0.0% 100% 100% 100% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% N/A Somewhat/ Strong Agree Not Sure Somewhat/ Strong Disagree <ul><li>In the Quotes to Affirm and Challenge, this activity helped my learning </li></ul><ul><li>Text Chat </li></ul><ul><li>Conference Call </li></ul><ul><li>TA Note Taking </li></ul><ul><li>In the Conversational Roles, this activity helped my learning. </li></ul><ul><li>Text Chat </li></ul><ul><li>Conference Call </li></ul><ul><li>TA Note Taking </li></ul><ul><li>In the Circle of Voices, this activity helped my learning. </li></ul><ul><li>Text Chat </li></ul><ul><li>Conference Call </li></ul><ul><li>TA Note Taking </li></ul>Categories Question
    19. 19. Day 2: End of Workshop Survey (2 of 2) 50.0% 50.0% No Yes Did you experience any technical difficulties while participating in the online course? Categories Question 33.3% Home 33.3% Another Location 16.7% 16.7% Other Office @ TC Where did you participate from? Categories Question 66.7% Moderate 16.7% Somewhat 0.0% 16.7% Expert First Time What is your skill level in using the VC Technology? Categories Question 0.0% Dial up 66.7% DSL 0.0% 33.3% Other T1 What type of Internet connectivity did you use to connect to the course site? Categories Question
    20. 20. Findings – Challenges & Benefits <ul><li>Challenges </li></ul><ul><ul><li>Faculty skepticism at onset of pilot. </li></ul></ul><ul><ul><li>Online students having difficulty hearing the onsite instructor. </li></ul></ul><ul><ul><li>Onsite learners distracted by watching what the online students were doing. </li></ul></ul><ul><ul><li>Lack of technical equipment. </li></ul></ul><ul><ul><li>Coordination with onsite and online microphones. </li></ul></ul><ul><ul><li>Communication between TA1 and TA2. </li></ul></ul><ul><ul><li>Faculty frustration with technical errors. </li></ul></ul><ul><ul><li>Different onsite locations for day 1 and day 2 of the workshop. </li></ul></ul><ul><li>Benefits </li></ul><ul><ul><li>Through the use of multimedia experience, the online students found the learning a more richer and more engaging process. </li></ul></ul><ul><ul><li>Ease of adaptation and adjusting quickly to resolve technical issues. </li></ul></ul><ul><ul><li>Scaling to a larger audience through the use of technology. </li></ul></ul><ul><ul><li>Leveraging faculty over a larger audience reaching those outside of NYC. </li></ul></ul><ul><ul><li>Better economics and cost effective. </li></ul></ul>
    21. 21. Conclusions & Recommendations Critical Factors for Successful Simultaneous Delivery <ul><li>Lavelier wireless microphone </li></ul><ul><li>Student table microphones </li></ul><ul><li>Command station audio setup with 18 channel mixer </li></ul><ul><li>Video web-cast equipment </li></ul><ul><li>Telephone audio backup </li></ul><ul><li>Virtual classroom with chat, notes, discussion, VoIP, whiteboard, polling </li></ul><ul><li>TA’s for onsite/online faculty </li></ul><ul><li>Onsite audio class monitor in constant contact with TAs </li></ul><ul><li>Constant technical support & communication w/ online students </li></ul><ul><li>Video/web-cast production staff </li></ul><ul><li>Detailed Faculty & Support Personnel Manual </li></ul><ul><li>Pre-workshop rehearsal, defining roles & responsibilities </li></ul><ul><li>Critical Incident Questionnaire (CIQ) for formative evaluation </li></ul><ul><li>Survey tool for summative evaluation </li></ul>Technical Resources Support Resources Instructional Design
    22. 22. Circular Response Discussions <ul><li>This exercise is a way to democratize discussion participation, to promote continuity and to give people some experience of the effort required in respectful listening. </li></ul><ul><li>No one may be interrupted while speaking </li></ul><ul><li>No one may speak out of turn in the circle </li></ul><ul><li>Each person is allowed only a minute or so to speak </li></ul><ul><li>Each person, in all comments, must strive to show how his/her remarks spring from, or respond to, the comments of the previous discussant. </li></ul>Question : From your experience, make 1 or 2 suggestions that you believe would add value to simultaneous delivery.
    23. 23. Snowballing <ul><li>  </li></ul><ul><li>Way to illustrate how discussions can be developmental and increasingly inclusive. </li></ul><ul><li>Begin by responding to questions or issues as individuals. </li></ul><ul><li>Then create progressively larger dialogic groups by doubling the size of these every few minutes until by the end of the activity everyone is reconvened into a large group. </li></ul><ul><li>At each stage, move from pairs, to quartets, etc. and recap the chief point of differences or questions that emerge from the previous round of conversation. </li></ul>Question : From your experience, describe 2 additional critical success factors for delivery in two environments simultaneously.
    24. 24. Contact Information <ul><li>Ann Armstrong, Ed.D </li></ul><ul><li>Executive Director </li></ul><ul><li>[email_address] </li></ul><ul><li>  </li></ul><ul><li>Teachers College, Columbia University </li></ul><ul><li>The Center for Educational Outreach & Innovation </li></ul><ul><li>525 West 120th Street, Box 132 </li></ul><ul><li>New York, NY 10027-6696 </li></ul><ul><li>  </li></ul>MaryRose Barranco-Morris, Ed.D Director, Continuing Education and Outreach & Director, New Teacher Academy [email_address] Teachers College, Columbia University The Center for Educational Outreach & Innovation 525 West 120th Street, Box 132 New York, NY 10027-6696

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