A presentation for the Google Apps for Learning and Teaching (GALT) conference #galtshef. Two case studies on how Google hangouts have been used to enhance the learning experience.

1. Hangouts
for Group Interaction
Sue Beckingham | @suebecks
Sheffield Hallam University
Google Apps for Learning and Teaching (GALT) conference

2. Introduction to Hangouts
A space to have voice and video
conversations from your
computer, laptop, tablet or phone
https://plus.google.com/hangouts

3. 1. Open Invite Video Hangouts
First to respond - up to 10 people

4. 2. Public Hangout on Air
auto broadcasts
publicly on air

5. 3. Invited Hangout
Send an invite to a
specific person/people

6. Case Study 1
Distance Learning Postgraduate Students
who are IT professionals
Tutor had never encountered Google + or a
hangout so this was completely unknown
waters

7. The Problem
Strategy is taught on the MSc and MBA programmes and
is a very significant ingredient of the postgraduate diet in
the area of the management of technology.
Normally, in traditional
modes of delivery, the
discussions in seminars
brings out some of the
ambiguity of the domain of
strategy.
For distance learners
Blackboard is used and
interaction is enabled by an
(asynchronous) discussion
board, however interaction
is lacking the depth
needed.

8. Scaffold and Fade
• Need to provide a scaffold for learning.
This structure should fade as the individual
has internalised the concepts (Vygotsky
1978)
• Need for synchronous communication so
that there can be an exchange of thought,
notion ideas and concepts with:
• a) each other
• b) the more knowledgeable other (MKO)

9. The Hypothesis
• H1 The deep understanding of the area
will be associated with the extent of
synchronous discussion about contexts.
• H2 The principle of scaffolding and fade in
the area of the proximal zone of
development [Vygotsky 1978] can be more
readily provided by synchronous on line
discussion in a form that emulates face to
face.

10. Support was key
1. Setting up a Google+ account
2. Familiarisation using the hangout tool

11. Invited hangouts
Recorded (with permission from the students) using Screencast-o-matic

12. Shorter follow-ups/personal
tutorials continued

13. Student Feedback
• Scaffolding the introduction of new
technology was an important part of the
learning process
• Learning new digital skills was valued
• Introducing free tools that could be used
independently outside of taught time was
considered very useful
• Both group work and subsequent one to one
feedback interactions using the hangouts
were appreciated

14. Tutor Feedback
• The discourse analysis of the interaction
provided some support to the assertion
that synchronous interaction enabled the
acquisition of deep learning of the subject.
• The most significant aspect though is that
scaffolding and fade can be more
effectively deployed in this setting.

15. Outcomes
• The 'hangout' provided an insight into the
real progress the distance learners were
making.
• Therefore, a more accurate assessment of
the location of the proximal zone of
development was enabled.
• This allowed more bonding between both
student and teacher. It also afforded the
direct interaction between peers.

16. Case Study 2
Undergraduate First Year
Computing Students

17. The Problem

18. Interpersonal Skills
As information technology and services
become more embedded in everyday
business and social life, IT & Telecoms
professionals need to be able to deal
with and better understand customer
challenges and consumer choices.
.
With the rise of social computing, powered
by a set of internet-based
technologies, IT & Telecoms professionals
need to apply social networking,
interactive design and social/technical
skills to these internet based
channels.

19. Introduction of digital skills into a
professional communication module
• Integrated with a personal blog, students
held group Google Hangouts meetings
and these were captured using
screencast-o-matic.
• Students then embedded the videos into
their individual reflective journals.

20. Group Meeting

21. Sharing Google Docs

22. Screen sharing

23. Student Feedback
• Learning new digital skills that could be
applied across their course was valued
• Introducing free tools that could be used
independently outside of taught time and
university was considered very useful
enabling interactions where and when it was
convenient.
• Learnt from being able to replay the
screencast to reflect on the interaction
between themselves and peers.

24. Tutor Feedback
• Tutors from other modules could see the
value being applied
• Increased collaborative and organisation
skills

25. Outcomes
• The screencasted recording motivated the
students to hold professional meetings
• Reflective blogs allowed them to consider
their contribution and how this could be
enhanced
• The students developed new digital
collaboration skills
• This was just the beginning of what needs
to continue to be a scaffolded journey

26. Embedding Digital Skills into Education
Increasing Employability and Lifetime
Prospects
Sue Beckingham | @suebecks
Sheffield Hallam University
http://socialmedia4us.wordpress.com/