Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Itt synchronous technology new


Published on

Published in: Education, Technology
  • Login to see the comments

  • Be the first to like this

Itt synchronous technology new

  1. 1. Adobe Connect Some Practical Considerations Michael Hallissy H2
  2. 2. Introduction • Founding partner in H2 Learning – Focus on the use of digital technologies in teaching, learning and assessment • Former director the MATL in Hibernia College – Lead tutor in the Certificate in i-Learning • Completing EdD in Institute of Education, London • Doctoral Thesis entitled: • "Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials – a case study from Hibernia College" • Focus on working with lecturers to use these tools to enhance student learning – What knowledge and expertise do staff have? – What knowledge and expertise do they need to enhance student learning?
  3. 3. Introduce Yourself • Name • Lecturing in …. • Have you used Adobe Connect or similar tool? – If yes, what tool? • What would you like to learn from today?
  4. 4. Some Perspective • Learning at a distance has been around since 1890s • 1st online OU Course 1988 (Mason, 2001) • “the internet does not educate, nor does it actively support learning. Mostly, it provides information” (Laurillard, 2012; 29) • OU noted that “active discussion has long been one of the aspects that is difficult to provide in distance education, with tutorials and summer schools being the usual means of achieving this” (Mason, 2001; 73) • Since 1988 there has been a great deal written on the topic of discussion and online courses in HE but this has mostly focused on asynchronous technologies – forums particularly. • But today we have new tools that facilitate live
  5. 5. Technology and what it can do • “Computer-mediated conferencing (CMC) is unique among distance education media because of its ability to support high levels of responsive, intelligent interaction between and among faculty and students while simultaneously providing high levels of freedom of time and place to engage in this interactivity.” (Rourke et al., 1999; 50) • “The claims made for the educational value of CMC rest on the assumption that students learn effectively through discussion and collaboration” (Laurillard, 2002; 147) – She notes that “the properties of a medium do not determine the quality of learning that takes place” (Ibid;147) Now we have: • Synchronous Computer-mediated conferencing technologies (SCMC) – Adobe Connect, Wimba, Elluminate, Lync
  6. 6. Here are some of the strategies we could useonline
  7. 7. 3 Elements of Online Learning & Teaching Content SCMC
  8. 8. New Opportunities • Immediate and just-in-time access to peers, lecturers, and knowledge experts • Ability for multiple people to interact and share ideas with one another concurrently • Hands-on tools through which learners can react to presented concepts or apply knowledge in real time • Direct connections to real-world situations and primary sources (Finkelstein, 2006; 6)
  9. 9. Synchronous Learning Environments “Synchronous learning is live, real-time (and usually scheduled), facilitated instruction and learning-oriented interaction.” (Hyder et al., 2007: p. 1)
  10. 10. Were they engaged during these sessions?
  11. 11. Or were they watching TV or something else?
  12. 12. Students are NOT always clear why they areattending these events? Purpose of the tutorial Percentage Opportunity for tutor to present new 57% content Opportunity for tutor to revise content 93% presented in the recorded lesson Opportunity for students to raise 100% questions and discuss the lesson content Opportunity for students to work in 20% small groups online Opportunity for students to present 21% their work to
  13. 13. Adobe
  14. 14. Typical Features of SCMC technologies Slides Hands up Yes No Chat box Emoticons
  15. 15. Online Lecture • Allows you to connect live at a distance • Allows you to interact with your audience in real-time • Allows you to bring “experts” or “guest lectures” into your lecture hall • Facilitates webinars – open them up to everyone • It can be archived and replayed
  16. 16. Share Rich Content • PowerPoint Slides • Video and audio • Webpages • Documents – Research papers, correspondence etc. • Interactive whiteboard feature – Brainstorming • And much
  17. 17. Instruction Input and output tasks Lecturer chosen Lecture to many resources Lecturer controls Lecturer as „time & pace‟ seen teller, organiser, ju as key dge Watkins et al.,
  18. 18. But it can be so much more … • Unplanned chats among peers over lunch • Lively in-class discussions or debates • Student-led presentations or performances • Study group, team, or committee gatherings • Impromptu exchange between a student and a lecturer after class or during office hours • Timely and personalised guidance from a reference librarian, advisor, or a lecturer (Finkelstein, 2006; 3)
  19. 19. Construction Individuals, pairs, gro ups Tasks for processing Lecturer as enquirer and understanding Student experience a Long time resource blocks, student-paced Watkins et al.,
  20. 20. Co-construction Changing groups, netwo rks, linkages Tasks of Lecturer as generating learner too knowledge Access to Time seen as world of less relevant resources Watkins et al.,
  21. 21. Potential roles for lecturers and learners When teachers: Instruct Guide Facilitate Consult Learners Self- become: Dependent Interested Involved
  22. 22. What the Research has to say “Instructors who are new to the online environment may struggle with the transition from the central figure in the learning process to a facilitator or guide of that process.” (Palloff and Pratt, 2011)
  23. 23. Analogy of a dinner party host Prepare for their arrival Have resources ready in advance When they arrive you can focus on these and on collaboration Welcome them warmly Welcome people by name Create a warm and secure environment Frequently assess the mood of the room Frequently check that people are alright Don‟t wait till the end of the evening Have more food (for thought) than you need Prepare more activities that you need Don‟t feel you need to use them all Make everyone feel included Give people opportunities to interact Refer to comments made by people by name Facilitate Connections and conversation, but don‟t Your role is to facilitate an environment where learners dominate ever discussion are exchanging ideas with others, and seeing their peers as resources for ongoing learning Offer guests something to take home with them Provide a transcript or a recording of the event Access to slides, readings or continue the discussion on the forum Know when to say good night; leave everyone wanting End on a high point. Don‟t try to cover everything. more Monitor the energy levels and go with the
  24. 24. Where might you start? • How you can build interaction into the session - you dont want people sitting at their computer all evening looking at the screen so how might you get them involved? • Dont fall into the "autopilot" mode where you forget students are present. • Get learners to concentrate by minimising external distractions – Have ground rules and use the emoticons • Role of the facilitator similar to that of the ringmaster in the circus – You need to keep things focused and moving – It needs structure – Gauge
  25. 25. Practical Tips • Ensure they have the technology – Headphones – Microphone • Get people to acknowledge they can hear you • Have clear ground-rules – This is what we are going to do … – This is what I will be doing … – This is what I expect from you … • If people have questions how can they interact with you and colleagues? • How will you get people to interact? – Use the poll feature – Texting feature – They can speak through the microphone – What about shy or quiet students? “Will you just click-in on them?”
  26. 26. Interaction Tools • Use of questioning – Check in with learners regularly and get feedback via emoticons? – “Can everyone hear me?” Smiley or Sad face – “Is x clear or do you want me to go deeper? “ Thumbs up or down – Groups – Strategies to give learners a chance to interact with each other – This can be done in break-out groups or via texting – Structuring discussions and feedback • Mix of Resources – Maybe begin with a short video clip (stimulus to engage) – Share a webpage or a document – Share a research or a newspaper article – Mix it up – use a variety of media – Have clear tasks associated with these
  27. 27. Your Role in all this • If tutor is too enthusiastic the students “slip easily into the role of passive audience” (Brookfield and Preskill, 2005; 194) • “Teachers should confine themselves to a reasonable quota of lecturing minutes per class, preferably at the beginning or the conclusion of a class.” (ibid; 200) • What do you want to achieve at the end of the session? • How might you introduce new content or ideas and get some discussion or interaction going? • It takes time and there is a learning curve – how can you set yourself up to succeed? • Be conscious that this is new and it can be daunting!
  28. 28. Silence • Be aware that silence is a factor – Speaking into a vacuum – Wait-time (learning to leave gaps) One lecture‟s reflection on this: “I had absolutely no experience of it previously the first time I put on those headphones and said hello or good evening I was absolutely terrorised [nervous laughter]” “I was pleasantly surprised it all happened much much easier than I thought and so I think the strongest thing I found is that my teaching skills are, or if you like my onsite classroom teaching skills, I was able to call on once I just got over the first hurdle of actually doing this online.”
  29. 29. So design your lectures online • Remember it is one tool among many • It is good at facilitating certain types of interactions – it is not a silver bullet • Novice online – it takes to be comfortable • How will it dovetail with face-to-face? • How will it link with with Moodle etc.? • Keep it simple and structure it – Not that you have every second accounted for – But that you don‟t have to do all the work – Manage the
  30. 30. Some Final Words • This is relatively new in online education – Asynchronous has a long tradition • “Mediated synchronous and blended DE contains natural conditions for interaction, especially between the student and teacher and among other students.” (Bernard et al., 2009) • Tutor View – “I feel that I am using the technology that I know how to use to its maximum and so now if I could move a bit deeper” – “But I would love if the technology would allow us to move even further. That is where I am at, at this stage.” • Participate as a learner in an online
  31. 31. References • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A. and Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79 (3), 1243-1289. • Finkelstein, J. (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco, CA: Jossey-Bass. • Johnson, S. D. and Aragon, S. R. (2003). An Instructional Strategy Framework for Online Learning Environments. New Directions for Adult and Continuing Education, 100 (Winter), 31-43. • Mason, R. (2001). Effective facilitation of online learning: the Open University experience. In J. Stephenson (Ed.), Teaching and learning online: New pedagogies for new technologies. London: Kogan Page. • Laurillard, D. (2002). Rethinking University Teaching: A conversational framework for the effective use of learning technologies. (Second Ed.). London and New York: Routledge Falmer. • Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patters for Learning and Technology. New York and London: Routledge. • Rourke, L., Anderson, T., Garrison, R. D. and Archer, W. (1999). Assessing Social Presence in Asynchronous Text-based Computer Conferencing. Journal of Distance Education, 14 (2), 50-71. • Watkins, C., Carnell, E., Lodge, C., Wagner P. and Whalley C. (2002). Effective Learning. Institute of Education International Network for School Improvement Research Matters Series (17)