In this best practice paper, we will describe one type of Synchromodal Learning Environment: The linked classroom model. We implemented this model in a Master’s level course at a large Midwestern university as it served the need for two instructors to synchronously teach two groups of students each in a separate geographical location. While a face-to-face instructor facilitated the face-to-face conversations within each group at each location, we put in place technologies to mediate the synchronous conversations across the groups. In addition to describing the technological setup, we will also share our design considerations, problems faced, and lessons learned.

1. Introducing the Linked Classroom Model
in a Synchromodal Learning Environment
John Bell  William Cain  Sandra Sawaya
SITE 2014
1

2. Synchromodal Learning Environment
• A Synchromodal Learning Environment is one in
which online and face-to-face individuals (both
students and instructors) interact with one another
in real-time learning sessions (i.e., classes).
• Comparable partners in the same learning
experience
2

3. Our Context
• Ph.D. in Ed Psych & Ed Tech www.edutech.msu.edu
– Face-to-Face (F2F) and Hybrid
 Provide access to mid-career people
• Challenges
– Two groups integrated — a challenge and a strength
– Practice what we preach
• CEPSE/COE Design Studio
– Do what we’re doing … better
– Learn from what we’re doing
– Doctoral students as central contributors
3

4. Our Big Idea
Leading with a solution rather than a problem
only succeeds by chance
• What primary problem are you trying to solve?
– E.g., Learning, access, productivity, constraint,
demand, …
• Our primary problem:
– Increased access with undiminished effect
4

5. Learning Environment Models
5

6. Topographies of
Synchromodal Models
Black dots=students
Red dot=instructor
Gray filled ellipse=full interaction
Dotted line=virtual interaction
Gray boxes=Representation of remote people (display)
6

7. Linked Classrooms
7

8. Technological Setup
1
3 2
3
4
[1] GoToMeeting as the video conferencing platform
[2] Omni-directional speaker/microphone
[3] Two cameras
[4] Two displays
4
8

9. Design Considerations
• Two cameras = viewing angles
1. Camera pointed at instructor
2. Camera pointed at local group of students
• Two displays
1. Viewing the class lecture
2. Viewing the remote group of students
9

10. Problems Faced
• In the beginning, there was PolyCom
• Camera placement
– Facing the front of the group of students
– Local teacher talking directly to both local and
remote students
10

11. Lessons Learned
• Side-by-side displays
• Importance of considering viewing angles
– Eye level
• Technology Navigators at both locations
11

12. Lessons Learned: Tech Navigator
Tech Navigator
– Someone whose primary responsibility is to keep
the technology working and effective
– A fading need as technology becomes more
transparent
• Technology gets more reliable and simpler
• Instructors get more skilled with technology and
modified pedagogy
12

13. Contact Informatio
CEPSE/COE Design Studio
www.designstudio.educ.msu.edu
John Bell johnbell@msu.edu
William Cain cainwil1@msu.edu
Sandra Sawaya sawayasa@msu.edu
13