Big Blue Button and the Digital One-Day

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Big Blue Button and the Digital One-Day

  1. 1. Big Blue Button<br />On line seminar room<br />
  2. 2.
  3. 3. Open Source community<br />Modular<br />HE oriented<br />In development<br />Trial instance:<br />http://50.17.253.98/<br />
  4. 4. Welcomes & Introduction<br />
  5. 5. Screen controls<br />Users module<br />Assign presenter<br />Raise hand<br />Listeners module<br />Mute/un-mute microphone<br />Whiteboard<br />Upload presentation<br />Annotation tools only for presenter<br />Chat <br />All<br />Private chat<br />
  6. 6. Affordances<br />Discussion<br />There is some Lag<br />Those familiar with Elluminate will notice fewer interactive tools<br />The interactivity is in the facilitated conversation<br />
  7. 7. On-line seminar <br />Benefits and challenges of communities of practice in higher education<br />http://openbrookes.net/copsinhe/<br />
  8. 8.
  9. 9. The Digital One-Day<br />Identity, literacy and community in (partially) synchronous distributed learning environments <br />
  10. 10. Aim of the Digital One-Days<br />3 events of current interest as new form of CPD<br />Online identity<br />Digital literacy<br />Communities (of practice) in HE<br />(in the event, 2 have run)<br />Cover the topics<br />Exploring the potential of <br />Synchronous<br />Distributed<br />Collaboration <br />
  11. 11.
  12. 12. Innovation and novelty<br />Topics are challenging<br />The environment is challenging<br />There is an interaction between the environment and the topics<br />
  13. 13. Questions<br />Might identity, literacy and community be threshold concepts in educational development?<br />Does the Trojan mouse effect persist in any new learning environment?<br />Any novel medium with or through which learning, is done serves to foreground not the medium but the meaning of learning<br />i,e, discussions about e-learning are really discussions about learning<br />
  14. 14. Outline<br />The environment<br />Elluminate…. But no more!<br />Brookes Blogs<br />The learning design<br />The topics<br />Evaluation<br />The questions<br />
  15. 15. Audiographics<br />New breed of collaboration tools allowing people to be simultaneously present in an desk-top computing environment based on a classroom metaphor<br />2-way voice & video communication<br />Text chat<br />Graphics<br />A “White Board” on which “Slides” can be displayed<br />Presenters <br />Participants<br />Icon-tools such as “hand-raising”, emoticons (smiley faces), polling<br />
  16. 16.
  17. 17. Uses<br />Teaching events<br />Meetings <br />Distributed/distant co-presence at face-to-face events (conference streams)<br />Benefits<br />Reduced travel – time, cost and carbon saving (?)<br />Recorded for replay<br />Distributed groups<br />
  18. 18. Disbenefits?<br />Technical<br />The Internet is not like the movies: Lag<br />Hardware/software compatibility<br />Institutional firewalls<br />Cultural<br />Literacy: how to use the $%^&*! thing<br />Community: <br />Interruptability, participation, open plan spaces<br />Identity: representation of the self<br />Expectation management<br />It is different from both face-to-face and “traditional” on-line discussion-based distributed elearning<br />
  19. 19. Learning Design<br />Website “home page”<br />Email joining instructions and briefs<br />Familiarisation sessions<br />Simple activity flow<br />Breaks and continuity<br />
  20. 20.
  21. 21. Evaluation<br />Some considered the online interface ‘much richer than face-to-face sessions’, found the different channels useful. <br />‘Interesting and productive environment’ effectively replicated a face to face workshop/seminar in terms of medium and activities.<br />Useful learning medium once acclimatised<br />Breakout groups worked well for engagement<br />Interesting conceptual stuff from the panel discussion<br />Excellent questions raised <br />The moderators and the participants with different views of a very interesting topic, with moderation that made sure that all was somehow held together<br />The experience of taking part in online learning in this format.<br />The (useful) flow of presentation through to reflection and discussion <br />
  22. 22. Challenges<br />A participant who thought the familiarisation session went well referred to the session itself as ‘fraught with problems’.<br />Participant who came late took the first 30 minutes to catch up, experienced technical difficulties particularly with sound at first and did not manage to get a webcam working at all.<br />Communication a challenge in the medium. Sound problems <br />Difficulty with giving attention to a presentation for full 20 minutes <br />Bandwidth broke up audio in breakout groups<br />Attending an online workshop from the work place different from attending a face to face events as the presence of the web, msn, email and telephone is distraction affecting concentration; needs discipline <br />
  23. 23. Questions<br />Might identity, literacy and community be threshold concepts in educational development?<br />Does the Trojan mouse effect persist in any new learning environment?<br />Any novel medium with or through which learning, is done serves to foreground not the medium but the meaning of learning<br />i.e. discussions about e-learning are really discussions about learning<br />
  24. 24. Thank you<br />George Roberts, Joe Rosa, Rhona Sharpe, Patsy Clarke<br />

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